You compared and contrasted two accrediting agencies and now have a better understanding of the accreditation process in higher education. In this discussion board assignment, reflect on the importance of accreditation. If you could change one thing about the accreditation process, what would you change and why? For example, if you reviewed the standards/criteria for accreditation, is there anything about the standards that you would change?
Or, if you examined the accreditation cycle, what would you change?
You can select any area that you discussed in your Paper #4.
ACCREDITING AGENCIES AT THE MICRO-LEVEL
Chapter I. Introduction
Accreditation is a critical component of ensuring the quality of higher education. Academic programs are evaluated and rated by accreditation authorities to ensure they provide students with a quality education and produce employable graduates in various disciplines (Hauptman Komotar, 2020). A program's accreditation signifies to students, employers, and other interested parties that the curriculum has been evaluated and found to be up to par. Academic programs are motivated to develop and adapt to the ever-evolving demands of society and the labor market with the help of accreditation.
In this paper, I will be focusing on two academic program accrediting agencies, the Accreditation Board for Engineering and Technology (ABET) and the Accrediting Council for Continuing Education and Training (ACCET), which assess and evaluate programs in different areas of study. By comparing and contrasting these two agencies at the micro-level, we will gain a deeper understanding of their operations, policies, and practices and how they differ in their approaches to accreditation. Accreditation is a critical component of ensuring the quality of higher education. Accrediting agencies evaluate academic programs and determine whether they meet the established standards. These standards ensure that graduates are prepared to succeed in their respective fields and that educational institutions are providing the necessary education and resources to support their students (Hauptman Komotar, 2020). In this paper, we will be focusing on two academic program accrediting agencies, ABET and ACCET, which assess and evaluate programs in different areas of study. By comparing and contrasting these two agencies at the micro-level, we will gain a deeper understanding of their operations, policies, and practices and how they differ in their approaches to accreditation.
Chapter II Literature Review
ABET is an international accreditation agency focused on assessing the quality of engineering, computing, and technology programs (Hussain et al., 2021). The agency has a rigorous and comprehensive evaluation process that takes into account several important factors, such as the program objectives, curriculum, faculty qualifications, student performance, and facilities. ABET's accreditation process is designed to ensure that the program meets global standards of excellence and prepares students for successful careers. Its standards are recognized globally and are highly regarded by both employers and academic institutions, providing students with a competitive edge in the job market.
ACCET, on the other hand, is a national accrediting agency specialising in evaluating continuing education and training programs. The agency assesses programs in various fields, including business, health care, and technology, and evaluates program quality, instructional delivery, student outcomes, and other factors to determine if the program meets the established standards. ACCET's accreditation process is more focused on program quality and instructional delivery, with an emphasis on instructor qualifications and student outcomes. ACCET's accreditation is recognized nationally and is particularly important for students seeking vocational or technical training. Overall, both ABET and ACCET play a crucial role in ensuring the quality of higher education by evaluating and accrediting academic programs in their respective fields.
Chapter III Analysis
There are significant distinctions between ABET and ACCET in terms of accrediting procedures, criteria, and intended programs. The assessment procedure used by ABET is thorough and rigorous, with a focus on the results of the program and on making improvements over time. An essential part of the agency's job is assessing whether or not a program adequately prepares its students for the workforce. The standards set by ABET are universal because they take into account the interests of a wide range of organizations, including businesses, academic institutions, and professional groups.
When it comes to program quality and instructional delivery, however, ACCET has a more stringent certification procedure. The agency prioritizes efficient training and instruction while assessing a program's suitability to the requirements of students, businesses, and the general public. The requirements set out by ACCET are more thorough and particular, reflecting the demands of businesses and students (Karas et al., 2020). ACCET promotes innovation and progress by focusing on the quality of programs, teachers' expertise, and their students' success.
One further area in which the two organizations are distinct is in the kinds of projects they seek to implement. Accreditation Board for Engineering and Technology (ABET) is a nonprofit organization that accredits colleges and universities worldwide in engineering, computer, and technology disciplines. On the other hand, ACCET is concerned with ongoing training and education, which is crucial for students pursuing careers in the technical and vocational fields.
Chapter IV Summary
Accreditation agencies check and double-check schools to make sure their courses are up to par, and their graduates are prepared for work in their chosen fields. Academic programs that have been accredited demonstrate to students, employers, and other interested parties that they are up to par with industry standards. As a tool for ongoing enhancement, accreditation pushes schools toward continuous improvement so that their curricula can evolve with the times.
The accreditation process is vital to maintaining a high standard in higher education, and it also aids prospective students in making well-informed judgments regarding their educational paths. ABET and ACCET are two different certifying bodies with different accreditation procedures, criteria, and intended programs. Program results and ongoing development are prioritized in ABET's comprehensive and rigorous assessment process (Hussain et al., 2021). The agency evaluates the curriculum based on how well it prepares students for the workforce and how well it addresses the demands of society and business. ACCET's assessment method, on the other hand, gives greater weight to teacher credentials and student results as indicators of program quality and instructional delivery.
However, although both organizations are dedicated to protecting students' interests in higher education, they do it in different ways and to distinct standards. Certification by ABET is widely valued by universities and businesses all over the globe, whereas ACCET accreditation is recognized on a national level and is especially important for students interested in pursuing vocational or technical education. Before applying for accreditation, students and schools should make sure the program is a good fit for their needs and objectives by reviewing the agency's requirements and list of priority areas. In conclusion, accreditation by either body serves as a guarantee of quality, showing that the program has attained the expected levels of excellence and that its graduates are prepared for work in their chosen sectors.
Hauptman Komotar, M. (2020). Discourses on quality and quality assurance in higher education from the perspective of global university rankings. Quality Assurance in Education, 28(1), 78-88. retrieved from: Discourses on quality and quality assurance in higher education from the perspective of global university rankings | Emerald Insight
Hussain, W., Spady, W. G., Khan, S. Z., Khawaja, B. A., Naqash, T., & Conner, L. (2021). Impact evaluations of engineering programs using abet student outcomes. IEEE Access, 9, 46166-46190. Retrieved from: IEEE Xplore Full-Text PDF:
Karas, M., Sheen, N. J., North, R. V., Ryan, B., & Bullock, A. (2020). Continuing professional development requirements for UK health professionals: a scoping review. BMJ open, 10(3), e032781. Continuing professional development requirements for UK health professionals: a scoping review | BMJ Open
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