The article is devoted to the professional and public accreditation in Omsk State Technical University for bachelor’s and master’s degree programs “Rocket Systems and Astronautics”. A brief ...description of the university is given. The objectives of accreditation are stated. The procedure for its implementation is described. The evaluation criteria and the results of the accreditation are given. The main comments identified by experts and the strengths of educational programs are presented.
BackgroundIn November 2018 the Hull Institute of Learning and Simulation (HILS) became the first centre within the United Kingdom to be awarded the ASPiH Accreditation. Here we share the experience ...of that journey with intentions of helping others with their applications.Summary of workThe initial stage was ensuring that HILS fulfilled the criteria for the organisation accreditation. The standards framework and guidance from the ASPiH website lists the criteria - four modules;Faculty,Technical Personnel,Activity,ResourcesOnce confident that the requirements could be met, the application form was completed. The application requires the organisation to justify how they meet the criteria for each area, backed up with evidence. Some evidence included with the application is listed below:2 Years of ActivityCourse ProgrammesScenario Design TemplatesSample ScenariosFaculty TrainingStatistical Reports–Footfall, UsageFollowing submission of the application, it was reviewed by ASPiH panel members before arranging an audit of the centre. HILS were tasked with arranging a room for the visit. The panel ask that the centre arranges delegates, faculty and staff members who could be interviewed by the panel, this was challenging as most of the interviewees work clinically but the panel were very flexible in how and when the interviews took place.Following the audit the panel gave the management team some recommendations for HILS to consider. This was very useful for HILS as it provided an external point of view of the service.Summary of resultsA week following the visit; HILS were notified that we had been successful in gaining the centre accreditation having met the required standards for the organisational accreditation.The report stated ‘HILS is a well-run centre with excellent administrative, technical and managerial support’ Areas of commendation are in innovation and new technologies. Areas for development are branding, continued faculty development and clarity over strategy.DiscussionThe process is very much formative. HILS are now working on the recommendations from the report and are accredited for 3 years.ConclusionsThe accreditation, application and audit was a rigorous process but the panel were very supportive and helpful throughout the process.RecommendationsTo ensure a smooth process we would recommend checking off the guidance criteria and start collecting evidence required to support the application as that can be time consuming.ReferencesHILS www.heyhils.co.ukASPIH www.aspih.co.uk
(Loyola University Maryland, EUA) e com os Co-editores Eric Talavera Campbell, MRe (Education Quality Accreditation Agency-EQUAA, Peru), Friedemann Schulze-Fielitz, M.A. (EFMD GN Americas, EUA), ...Cristiane Benetti, Ph.D. O próximo trabalho é o artigo "Notas sobre o Rigor-Relevance Gap no Contexto do Mestrado Profesional" escrito por Octavio Ribeiro de Mendonça Neto da Universidade Presbiteriana Mackenzie, Almir Martins Vieira da Universidade Metodista de São Paulo e José Carlos Tiomatsu Oyadomari da Universidade Presbiteriana Mackenzie, cujo objetivo foi contribuir, por meio de um ensaio, na discussão do papel dos mestrados profissionais, em particular na proposição da pesquisa intervencionista como uma metodologia de pesquisa alternativa a ser utilizada pelos mestrados profissionais de tal forma a conciliar os problemas práticos e a criação de conhecimento. O quinto artigo intitulado "O Uso de Jogos de Empresas em Diferentes Niveis Educacionais: Integração, Prática e Pesquisa Envolvendo Estudantes de Graduação e PósGraduação em Administração" escrito por Humberto Reis dos Santos-Souza do Instituto Federal de Educação, Ciencia e Tecnología do Rio de Janeiro e Murilo Alvarenga Oliveira da Universidade Federal Fluminense - UFF, trata processo de integração entre estudantes dos cursos de graduação e pós-graduação (stricto sensu) a partir dos jogos de empresas. Finalmente, os autores Marco F. Simöes-Coelho, Gisela Sender, Ronaldo Andrade Deccax e Victor Manoel Cunha de Almeida da Universidade Federal do Rio de Janeiro - UFRJ, nos apresentaram o Caso de Ensino com o título "CEO sob desafio duplo: crise económica e inovação tecnológica" que trata dos desafios para a sobrevivencia da empresa Ccaps Translation and Localization.
Accreditation in Chile is the main policy instrument for quality assurance of higher education. At the institutional level, it considers a diversity of factors, but it does not use standardized ...measurements neither it differentiates the weight of each one of them in the evaluation. The relationship between Chilean universities' accreditation results and quantitative factors of institutional quality for the areas of information management, academic faculty, and selectivity is discussed. Variables differentiating universities in these areas are entered in regression models that explain accreditation results. It is obtained that selectivity has more explanatory capacity, whereas academic faculty has less weight on accreditation outcomes. To conclude, it is proposed that the revision of institutional accreditation procedures in Chile should give more importance to the number and quality of academics hired by universities.
This paper addresses different aspects related to the use of external evaluation models of health services in Brazil, especially hospital accreditation. It is based upon the author´s experience in ...implementing quality evaluation models in hospitals, as well as on her master and PhD works. The author presents a few aspects concerning the impact of the use of these models in hospitals and the specificities of their application. The results are listed: management enhancement, standardization of processes, personnel training, teamwork, patient-focused care, motivation, external recognition, culture change. The author points out the sundry aspects concerning the way such models are used in Brazilian hospitals.
We have recently published the experience of the accreditation body of undergraduate medical education in Iran on developing and validating standards based on the WFME framework (Gandomkar et al., ...BMC Med Educ 23:379, 2023). Agabagheri et al. extended our work and proposed a blueprint for post-accreditation monitoring based on their experience in developing an official guide in their Matters Arising (Aghabagheri et al., BMC Med Educ). The authors have used post-accreditation monitoring as a process of monitoring and controlling accreditation activities, procedures often referred to as meta-evaluation or meta-accreditation (depending on the objectives of evaluation) in the literature. On the contrary, post-accreditation monitoring alludes to the process of continuous quality improvement of educational programs after accreditation. We would like to make clarifications between post-accreditation monitoring, meta-evaluation and meta-accreditation which have been used interchangeably in their paper. Considering the emerging interests in scholarship and non-scholarship activities and reports in undergraduate medical education accreditation, this clarification provides a better understanding of the roles of these crucial concepts in the accreditation process.
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