A Checklist for a Comprehensive Accreditation Model for Fully Electronic Higher Education Institutions
Synthesising Criteria and Expert Perspectives
Bibliographic Data
| ID | 21592608 |
|---|---|
| Authors | Seyedeh Golafrooz Ramezani (0000-0002-7118-8958, University of Jyväskylä Jyväskylä Finland, corresponding author), Zainab Sadat Mostafavi (University of Tehran Tehran Iran), Hayden Godfrey (0000-0002-1172-9003, Harvard University Cambridge Massachusetts USA) |
| Year | 2025 |
| Volume | 79 |
| Issue | 3 |
| Publication date | 2025-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0951-5224 • E-ISSN: 1468-2273 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/hequ.70030 |
| OpenAlex | W4411390152 |
| Language | EN |
| References cited | 43 |
This research focuses on developing a comprehensive accreditation model for online, electronic, and distance education in higher education institutions (OEDE‐HEIs). The surge in OEDE's global prevalence necessitates an evolved accreditation framework that addresses unique institutional needs. This study employs a mixed‐methods approach, combining a deductive meta‐synthesis of existing literature with an inductive, qualitative analysis of expert opinions. The objective was to integrate various accreditation criteria into a cohesive checklist tailored to OEDE‐HEIs, ensuring robustness and relevance in the rapidly changing educational landscape. The research identified 5 principal themes and 45 subthemes, encompassing organisational structure, educational dimensions, research integration, support systems, and technological infrastructure. Key findings include the importance of organisational adaptability, emotional and administrative support, and the critical impact of technology on all facets of OEDE. This led to the creation of a novel, all‐encompassing accreditation checklist, offering a holistic view of essential factors for high‐quality, responsive online education. Additionally, the study highlights potential limitations, including regional biases from expert feedback and the dynamic nature of technological advancements. Recommendations for future research include broadening expert perspectives, regular updates to the accreditation criteria, and examining practical application challenges. This research contributes to the field by providing a detailed framework for accrediting OEDE‐HEIs, fostering a more holistic, adaptable, and student‐centric approach. Its implications extend to practitioners, policymakers, and educators, guiding operational strategies, policy formulation, and educational delivery enhancements in OEDE‐HEIs
Accreditation · Business · Checklist · Engineering ethics · Higher education · Knowledge management · Medical education · Political science · Process management · Computer Science · Educational Innovations and Challenges · Engineering · Higher Education Governance and Development · Medicine · Online and Blended Learning · Psychology
Handbook of qualitative research
The Sage Handbook of Interview Research
The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions
Optimising the value of the critical appraisal skills programme (Casp) tool for quality appraisal in qualitative evidence synthesis
Meta‐synthesis method for qualitative research
Meta-Ethnography
Assuring the quality of online learning in higher education
Mental Health Support in Higher Education during the Covid-19 Pandemic
Frontiers in Group Dynamics
Using thematic analysis in psychology
Designing and Conducting Mixed Methods Research
| Citation velocity | historical |
|---|---|
| Highly cited | No |