Thematische Bibliographien / Accreditation (Institutions)

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Auswahl der wissenschaftlichen Literatur zum Thema „Accreditation (Institutions)“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Accreditation (Institutions)"

Tharaba, Fahim, Mohammad Asrori, Zulfi Mubaroq, Aji Wahyudin, and I’anatut Tazkiyah. "Superior Accreditation Management Strategy Plan with International Reputation." Munaddhomah: Jurnal Manajemen Pendidikan Islam 6, no. 1 (2025): 155–73. https://doi.org/10.31538/munaddhomah.v6i1.1612.

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Accreditation is a crucial indicator of quality assurance in educational institutions, ensuring compliance with national and international academic standards. It serves as formal recognition of an institution’s commitment to excellence, providing credibility and fostering continuous improvement. UIN Maulana Malik Ibrahim Malang has consistently pursued the highest accreditation standards, as evidenced by several study programs achieving superior ratings and the institution’s continuous efforts toward international certification. However, achieving and maintaining superior accreditation require

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Siddapuram, Dr Arvind, Dr Devika SV, and Mr Abhinesh Bonkuri. "Quality Practices and Accreditation in Higher Education Institutions: A Roadmap for Excellence in Engineering Education." Journal of Engineering Education Transformations 37, IS2 (2024): 748–52. http://dx.doi.org/10.16920/jeet/2024/v37is2/24116.

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In the current scenario of educational system, there is an increasing demand for higher education in India. Particularly, there is exponential growth and competition visible among Engineering Institutions in coming days. To stand out, it is very important for undergraduate educational institutions to maintain high-quality standards. Accreditations like NAAC and NBA has emerged as potential tool for assuring the quality of educational institutions in India. Stakeholders started believing in these scores to judge the performance of the Institutions. Hence, it is mandatory for Higher Educational

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Bieker, Richard. "The impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching." Journal of Applied Research in Higher Education 6, no. 2 (2014): 358–74. http://dx.doi.org/10.1108/jarhe-06-2013-0024.

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Purpose – The purpose of this paper is to evaluate the impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching. Design/methodology/approach – To evaluate the research questions, a content analysis of all publications in the EBSCO Business Source Premier Database for the period January 1, 1990 through December 15, 2012 was conducted. Findings – The findings indicate that in the process of becoming AACSB accredited, faculty members of the subject institutions shift their focus more toward research and less toward teaching act

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Gloria Mtshali, Ntomfifikile, Thobile Shelembe, Joanne Rachel Naidoo, and Alexis Harerimana. "Institutional accreditation by nursing education and training quality assurance: Perspectives of heads of private nursing institutions in South Africa." Journal of Nursing Education and Practice 10, no. 2 (2019): 91. http://dx.doi.org/10.5430/jnep.v10n2p91.

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Background and objective: Nursing education throughout the world is striving for international competitiveness and accountability for effectiveness, quality, and trust to the students, patients, and the community, thus making the issue of institutional accreditation increasingly important. The aim of this paper was to explore the perceptions of heads of private nursing institutions on the benefits of school accreditation by nursing education and training quality assurance (ETQA) in KwaZulu-Natal region, South Africa.Methods: The study adopted a qualitative approach. Data were collected from se

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Alexandro, Rinto. "Application of Total Quality Services to Increase Non-Formal Education Institution Capacity in Kampung Inggris Kediri." Cendekia: Jurnal Pendidikan dan Pembelajaran 14, no. 1 (2020): 57–70. http://dx.doi.org/10.30957/cendekia.v14i1.611.

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The objective of this study is to obtain a fixed model that can be applied in the framework of capacity building of course institutions through meeting national standards for non-formal education, accreditation registration, and the application of total quality service. This research method is action research ranging from the formation of teams per area & Need assessment, data processing of the needs assessment survey, socialization and training, facilitation of 20-course institutions to be registered for institutional accreditation to National Accreditation Board for Early Childhood Educa

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Corvino Rodrigues, Rodrigo, Flaviane Rodrigues Franco, Priscila de Andrede Carbonezi, Verônica Batista Azambuja, Vivian Marchetti, and Márcio Magera Conceição. "HOSPITAL ACCREDITATION IN THE BRAZILIAN CONTEXT." Journal Health and Technology - JHT 1, no. 1 (2022): e115. http://dx.doi.org/10.47820/jht.v1i1.5.

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Introduction: Hospital accreditation aims to promote patient care and assistance and quality in the institution's sectors, aiming at process safety, integrated management and continuous improvement. Objective: to identify in Brazil in 2021 the types of establishments certified in the country, as well as their respective states, type of management and certification seals in force in the national territory. Method: Descriptive and retrospective study with a quantitative approach. The search was carried out on the website of the National Accreditation Organization in October 2021. Variables of in

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Erfiana, Nita Agustina Nurlaila Eka. "Pendampingan Akreditasi PAUD dan PNF di Kabupaten Tulungagung." JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) 2, no. 2 (2021): 117–24. http://dx.doi.org/10.26740/jp2kgaud.2021.2.2.117-124.

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Community participation in advancing education can be seen from the proliferation of establishment of PAUD and PNF institutions in the community. The application for accreditation is also carried out as an effort to obtain quality recognition from the government and the community. However, institutional managers often do not have enough information regarding the application procedure to improve the quality of the institution based on the accreditation criteria. This community service program is carried out in order to provide assistance to PAUD and PNF managers to apply for and obtain superior

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S Alhat, Swapnil. "Understanding Revised NAAC Grading Pattern." Shanlax International Journal of Arts, Science and Humanities 8, no. 1 (2020): 57–60. http://dx.doi.org/10.34293/sijash.v8i1.3081.

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National Assessment and Accreditation Council (NAAC), an autonomous institution of University Grant Commission (UGC), it has been merely 26 years since the inception of NAAC, whose Accreditation to Higher Education Institutions (HEIs) in India is mandatory likewise only a NAAC Accredited higher learning institutions are eligible for UGC and other various grants. Moreover, NAAC accreditation determines the quality of the institute in terms of education, infrastructure, research, teaching & learning, etc.NAAC Accreditation helps a learning institution to know its strengths, weaknesses, and o

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P, Srinivasa Pai, and Gururaj Upadhyaya. "Effective Implementation of Outcome-based Education: The Role of Faculty Awareness." Indonesian Journal Of Educational Research and Review 4, no. 3 (2021): 380. http://dx.doi.org/10.23887/ijerr.v4i3.39009.

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Accreditation of technical institutions is very important to guarantee the quality of technical education that is being offered. Outcome based education (OBE) is followed in the delivery of technical education across all Institutions in India and the National Board of Accreditation (NBA), which is the nodal accreditation body for technical institutions in India follows outcome based accreditation (OBA) in the accreditation of technical programs. In the OBE and OBA, faculty constitutes the most important component and plays an important role in facilitation of the same. In this regard, the auth

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Kirk, Susan E., and R. Edward Howell. "Practice-Based Learning and Improvement for Institutions: A Case Report." Journal of Graduate Medical Education 2, no. 4 (2010): 633–37. http://dx.doi.org/10.4300/jgme-d-10-00071.1.

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Abstract Background In 2006, the University of Virginia became one of the first academic medical institutions to be placed on probation, after the Accreditation Council for Graduate Medical Education (ACGME) Institutional Review Committee implemented a new classification system for institutional reviews. Intervention After University of Virginia reviewed its practices and implemented needed changes, the institution was able to have probation removed and full accreditation restored. Whereas graduate medical education committees and designated institutional officials are required to conduct inte

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Dissertationen zum Thema "Accreditation (Institutions)"

Spencer, J. P. "Accreditation of Institutions for Tourism Education in the RSA." Thesis, University of Stellenbosch, 1995. http://hdl.handle.net/20.500.11838/2127.

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Thesis (DEd)--University of Stellenbosch,1995.<br>Education (and training) for the tourism industry has been available at formal and nonformal educational institutions in South Africa for many years. Very little co-operation between the various institutions has taken place on establishing the educational needs of the industry, and, consequently, courses which range from a few days to three years, have been established with little cognisance of what is available from other sources. As a result of this insular approach to curriculum development, and an inherent sense of superiority by the

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McKenzie, Jon W. "Assessment requirements for school personnel in NCATE institutions." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Summer2005/J%5FMcKenzie%5F062305.pdf.

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Stander, Elmarie. "Managing quality assurance in private higher education institutions in South Africa." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58469.

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With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic

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Minnis, Tia A. "Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/6.

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In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished in a variety of ways, the best approach for any higher education institution is one that is tailored to the institution’s unique environment and directly supports the its mission. Nevertheless, there are common factors that can greatly influence institutions’ ability to measure and demonstrate levels of effectiveness directly tied to student learning. This qualitative study was designed to gain an

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Muro, Joel Hart. "An Investigation into how CACREP Accredited Institutions meet the CACREP Practicum Standards." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4656/.

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This study was designed to determine how institutions accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) meet the practicum requirements set forth in CACREP's 2001 standards. Practicum is a vital part of the matriculation process of counselors in training. This clinical based course allows students to practice the skills they have learned in previous, more didactic based courses. Trainees can stretch skills, all under the watch of a counselor supervisor with greater experience. Although CACREP instructs all accredited counseling programs to

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Alástico, Gabriel Pedro. "Gestão da qualidade em serviços médico-hospitalares de pequeno e médio porte : pesquisa-ação e sistemática para implantação da acreditação hospitalar." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/3656.

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Made available in DSpace on 2016-06-02T19:51:47Z (GMT). No. of bitstreams: 1 3476.pdf: 1426306 bytes, checksum: 16ac1aa2521059b79533957793763438 (MD5) Previous issue date: 2011-02-16<br>Universidade Federal de Sao Carlos<br>The brazilian s Public Health System is characterized, in general, by precarity from its procedure and its services. This situation can be observed in the high time of waiting by an appointment, in the lack of beds, in the lack of training and education of the professionals from the Healthy Sector. This setting results in accumulation of procedure s errors and, in consequ

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Grochau, Inês Hexsel. "Implementação de sistema de gestão da qualidade em laboratório de ensaio de instituição de ensino e pesquisa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/37389.

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A implementação de Sistemas de Gestão da Qualidade (SGQ) em laboratórios de ensaio de instituições de ensino e pesquisa, com fins de acreditação conforme norma ISO/IEC 17025, demanda abordagens que atendam às características típicas deste tipo de ambiente. A necessidade de conciliar as atividades de ensino, pesquisa e prestação de serviços de ensaio, a falta de foco no cliente e a presença de pessoal temporário, bem como a ausência de publicações mais específicas e detalhadas a este respeito, dificultam e até impedem iniciativas neste sentido. Um dos objetivos desta pesquisa foi propor soluçõe

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Nash, Sherri E. "Results of the accreditation process to guide postsecondary certificate-granting institution improvement." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=861.

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Pace, Jr Ronnie Louis. "Relationship of Institutional Characteristics to CACREP Accreditation of Doctoral Counselor Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2097.

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There is a lack of accredited doctoral-level counselor education and supervision (CES) programs available to meet the documented and growing need for more qualified and competent professional counselors. The problem addressed via this study is the shortage of trained doctoral-level counselors and counselor faculty to train other counselors due to the lack of accredited doctoral-level CES programs. The purpose of this study was to better understand the factors that may influence or predict an institution's decision to pursue Council for Accreditation of Counseling and Related Educational Progra

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Bolden, Kenneth Frank. "Applying Logic Modeling to the Higher Education Accreditation Process." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/563.

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In recent years, regional accreditation and the regional accreditation associations for higher education have experienced continuing criticism and become the objects of increased scrutiny. Higher education institutions look to the accreditation process as one of the principal means of justifying their actions and activities relative to their performance and results. Since the complaints and criticism directed toward higher education have not diminished but continued, and even increased, the regional accreditation associations find themselves to be the focus of similar complaints and crit

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Bücher zum Thema "Accreditation (Institutions)"

Donovan, Claire. Accreditation for associated institutions. CNAA, 1992.

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Commission on Accreditation for Corrections., ed. Accreditation blueprint for corrections. Commission on Accreditation for Corrections, 1986.

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Kells, H. R. Trends in the accreditation relationships of U.S. postsecondary -institutions, 1978-1985. Council on Postsecondary Accreditation, 1986.

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Asia, World Health Organization Regional Office for South-East. Guidelines on quality assurance and accreditation of nursing and midwifery educational institutions. World Health Organization, Regional Office for South-East Asia, 2010.

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Sugano, Dean. Private accreditation and state authorization of degree granting and non-degree granting institutions in Hawaii. Legislative Reference Bureau, 1993.

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S, Harris S., and Council on Postsecondary Accreditation, eds. Accredited institutions of postsecondary education: Programs candidates : directory of accredited institutions, professionally accredited programs, and candidates for accreditation, 1989-1990. American Council on Education, 1990.

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Committee, Ontario Council on University Affairs Institutional Policy. A discussion paper on the issue of the establishment of freestanding secular degree-granting institutions in Ontario. The Council, 1989.

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Kells, H. R. Self-study processes: A guide for postsecondary and similar service-oriented institutions and programs. 3rd ed. American Council on Education, 1988.

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Council for Higher Education Accreditation (U.S.) and American Council on Education, eds. Accredited institutions of postsecondary education, 2007-2008: Includes candidates for accreditation and accredited programs at other facilities. American Council of education, 2008.

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National Association of Teachers in Further and Higher Education. Higher education in HE and FE institutions: Teaching and accreditation issues : report of a NATFHE seminar 24 June 1999. NATFHE, 1999.

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Buchteile zum Thema "Accreditation (Institutions)"

Valmonte, Ligaya, and Man-Gon Park. "Regional Accreditation and Certification of TVET Institutions." In International Handbook of Education for the Changing World of Work. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_187.

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Trisnawati, Juliani Dyah, and Muhammad Rosiawan. "Incorporation of ISO 21001 and National Accreditation Board for Higher Education Criteria in Indonesia." In Proceedings of the 19th International Symposium on Management (INSYMA 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_127.

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AbstractThis study aims to see if universities that implement the ISO 21001 standard can meet the requirements of Indonesia’s National Accreditation Board for Higher Education (NAB-HE). This study begins by examining numerous Quality Management (QM) systems, including TQM, EFQM, MBNQA, and ISO 9001, as well as the relationship between accreditation and higher education and the benefits and drawbacks of using ISO 9001 to support accreditation. The concepts, management framework, and provisions of ISO 21001 were then recognized as a QM strategy to match the NAB-HE standards, both philosophically

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Brittingham, Barbara. "US Accreditation and Quality Assurance, International Dimensions." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_266-1.

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Brittingham, Barbara. "US Accreditation and Quality Assurance, International Dimensions." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_266.

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Magd, Hesham, and Henry Jonathan Karyamsetty. "The Role of Accrediting Agencies." In Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8085-1.ch004.

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Accrediting agencies are autonomous bodies commissioned mainly to grant accreditation to academic institutions that meet the prescribed quality standards. The accreditation process takes through a detailed systematic procedure that considers reviewing of the academic institution operations, whether teaching and learning offered to meet the quality standards, and encourages improvement to international standards. All accreditations offered by accrediting bodies call for institutional accreditation before any other type of accreditation is granted. Accreditation can be classified as internationa

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"Accreditation of learning institutions." In Higher Education in the Twenty-First Century. CRC Press, 2008. http://dx.doi.org/10.1201/9780203885772-18.

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Ali-Mohamed, Ahmed. "Accreditation of learning institutions." In Higher Education in the Twenty-First Century. CRC Press, 2008. http://dx.doi.org/10.1201/9780203885772.ch10.

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Langtry, David, and Kirsten Roberts Lyer. "The Operation of the Sub-Committee on Accreditation in Practice." In National Human Rights Institutions. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198829102.003.0003.

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The Sub-Committee on Accreditation (SCA) is a unique mechanism within the international human rights system that is entrusted to assess National Human Rights Institutions, with its judgments accepted by the international community. But how does the SCA accreditation process work, and how does the SCA make its decisions? This chapter provides a detailed insight into how the SCA functions in practice, and the methods by which it reaches its decisions. Drawing in particular on the eleven years of experience of David Langtry as a member of the SCA, this chapter provides unique insights into the pr

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Clement, Nisha. "Accreditation of Nursing Educational Institutions." In Essentials of Management of Nursing Service and Education. Jaypee Brothers Medical Publishers (P) Ltd., 2016. http://dx.doi.org/10.5005/jp/books/12694_65.

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Mulimani, Mallikarjun, and Satishkumar Naikar. "The Role and Significance of Accreditation in Higher Education Institutions." In Multidisciplinary Approach to Information Technology in Library and Information Science. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-2841-5.ch012.

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Accreditation plays a vital role in higher education institutions by ensuring quality and standardization. It serves as a measure of an institution's academic programs, faculty qualifications, student support services, and infrastructure. By maintaining accountability and transparency, accreditation upholds standards of excellence and promotes continuous improvement. Accreditation enhances an institution's credibility and reputation, providing a recognized stamp of approval. It also facilitates student mobility and recognition of qualifications, ensuring that degrees and certificates hold valu

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Konferenzberichte zum Thema "Accreditation (Institutions)"

Sanchez, Ulises Ojeda, José Manuel Nieto Jalil, Adrian Israel Tec Chim, Gustavo Sánchez García, Cesar Saldaña Carro, and Juan Pablo Reyes Aldana. "Impact of the Accreditation of Academic Programs of Higher Education Institutions on the Economic Development of Mexico: A Statistical Analysis." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024822.

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Casiano, Alex. "THE EXPERIENCE OF EDUCATIONAL LEADERS AND FACULTY IN ACCREDITATION PROCESSES IN HIGHER EDUCATION INSTITUTIONS IN PUERTO RICO: A MULTIPLE CASE STUDY BASED ON BEST PRACTICES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1045.

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Jawed SHARQI, Nisreen. "Academic accreditation in higher education institutions (curriculum as a model)." In V. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress5-9.

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Reliability is one of the “modern philosophies that emerged as a result of global competition between various productive institutions in the developed world, and as a result of this success, philosophy began to be introduced in educational institutions to improve education in all its aspects, in order to adapt and interact with the political, economic and social changes” accompanying the scientific and technological explosion and expansion Academic accreditation is one of the effective scientific programs, as it is a certificate granted by an international body called the “Academic Accreditati

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Istileulova, Yelena. "Accreditation and Rankings of Universities: Theory of Global Accreditation in the World of (Dis)Order." In Socratic Lectures 8. University of Lubljana Press, 2023. http://dx.doi.org/10.55295/psl.2023.ii21.

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At the beginning of the third decade, the time of great uncertainties and disorder, higher education institutions re-discovered that accreditation and rankings serve as the visibil-ity mechanisms to attract students, partners and stakeholders. The goal of this paper is threefold: to introduce the Theory of Global Accreditation (TGA) for different organisa-tions (universities, firms, and business schools), to illustrate changes which take place as a result of accreditation practices and to reflect some trends in the market of global edu-cation with different accreditation and ranking schemes. A

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Avcil, Seniha. "International Accreditation in Health and Quality Standards in Health in Turkey." In International Conference on Eurasian Economies. Eurasian Economists Association, 2020. http://dx.doi.org/10.36880/c12.02372.

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Accreditation studies in health started in the USA in the beginning of the 20th century, and in the beginning of the 21st century, the World Health Organization (WHO) announced that it is necessary to determine the health care standards of member countries and to give importance to accreditation studies. Turkey in 2003, "Health Transformation Program" began apps. Within the scope of this program, “Quality Standards in Health " were determined in 2005. Refurbished versions of the standards set continue today, and the evaluation process according to the determined standards started in 2017

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Oralkan, Ayça. "Brand Positioning Strategies through Accreditation in Higher Education Institutions on the Internationalization Process." In International Conference on Eurasian Economies. Eurasian Economists Association, 2023. http://dx.doi.org/10.36880/c15.02827.

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Higher education is a significant indicator of the development level of the countries and undertakes the locomotive role in the enhancement of the relevant country. Institutions go through accreditation processes to improve the quality of higher education output, and to verify that they meet the required minimum requirements nationally and internationally. Accredited institutions, by declaring that they provide added value in the field of education with these documents -at least in terms of requirements- aim to make their names stand out in the minds of students, industry, government, and acad

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Woodhouse, David, and Antony Stella. "Regulation and Quality assurance of higher education institutions in Australia." In 2011 International Workshop on Institutional and Programme Accreditation: Connections and Opportunities. IEEE, 2011. http://dx.doi.org/10.1109/iwipa.2011.6221146.

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Ekwue, Edwin. "QUALITY ASSURANCE AND ACCREDITATION OF ENGINEERING PROGRAMMES AT THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE CAMPUS, TRINIDAD." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/zfpx9078.

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The quality of engineering education is challenging and is of paramount importance in today’s globalised world. The Faculty of Engineering at the University of the West Indies (UWI), St. Augustine Campus, inherited a western education system and the accreditation systems in the five departments within the Faculty are based on the British accreditation system. The aim of this paper is to describe how this accreditation system is utilised in the Faculty of Engineering to ensure that the quality of the delivery of its programmes is at a high standard. The paper was derived from a survey carried o

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Çevik Çedikçi, Tuğçe, and Gonca Yıldırım. "A Research Study on the Public Relations & Publicity and Advertising Students Accreditation Perception Within the Scope of Quality Management." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.015.

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Everything rapidly changes in economic, political, social, and cultural terms during this information and communication era. In this context, higher education institutions need to improve and renew their educationtraining systems and administrative mentalities to meet today’s and future necessities. Therefore, Total Quality Management (TQM), which is meeting the necessities of internal and external stakeholders with the participation of all employees under increasing competitive pressure, has lately started to be included in the administrative mentalities of higher education institutions. In t

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TOMESCU-DUMITRESCU, Cornelia. "ACCREDITATION OF HIGHER EDUCATION INSTITUTIONS IN ROMANIA - CASE STUDY UNIVERSITY CONSTANTIN BRANCUSI DIN TG JIU." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s22.002.

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Berichte der Organisationen zum Thema "Accreditation (Institutions)"

Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' resear

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Middlehurst, Robin, and Steve Woodfield. The Role of Transnational, Private, and For-Profit Provision in Meeting Global Demand for Tertiary Education: Mapping, Regulation and Impact. Commonwealth of Learning (COL), 2004. http://dx.doi.org/10.56059/11599/241.

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This is a report of a first-stage project sponsored by UNESCO and the Commonwealth of Learning to map the extent, range, and impact of transnational, private, and for-profit tertiary education provision in a sample of countries. The data, collected from readily available public sources and verified by in-country experts, was first used to create country case studies for Jamaica, Bangladesh, Malaysia, and Bulgaria. A summary report was then produced that drew comparisons across countries in relation to five topics: overviews of each country; national education systems and policies; regulatory f

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Popel, Maiia V., and Mariya P. Shyshkina. The Cloud Technologies and Augmented Reality: the Prospects of Use. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2662.

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The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The o

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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after

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Chea, Phal, Seyhakunthy Hun, and Sopheak Song. Permeability in Cambodian Post-secondary Education and Training: A Growing Convergence. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.130.202109.

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The distinction between vocational training and academic education can be traced back to different institutional structures in medieval Europe. However, owing to an increasing need for higher-level skills to respond to market demand, countries have resolved to establish flexible pathways for students on both tracks or systems to move or transfer across to each other. Permeability in education and training refers to the possibility for learners to transfer between different types of education and between different levels of qualifications. In its recommendations, UNESCO highlights the important

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Implementation of Quality Management Systems under MIF's ISO Cluster: Does it Make a Difference? Inter-American Development Bank, 2004. http://dx.doi.org/10.18235/0008618.

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This project reviews previous projects designed to improve business performance and strengthen institutional capacity in standards, certification and accreditation for advancing competitiveness for SMEs in Latin America through international standards.

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