Academics’ perspectives of the purpose and enactment of accreditation of health professions programs in Australia

Using Yanow’s interpretive policy approach

Bibliographic Data

ID21728052
AuthorsSarah Meiklejohn (0000-0002-2108-8975, Monash University, corresponding author), Janice Morphet (0000-0001-7056-6526, Monash University), Kristal Lee (0000-0001-5067-2444, Monash University), Marilyn Baird (0000-0003-4537-5765, Monash University), Wayne Hodgson (Monash University), Wayne C Hodgson (0000-0002-9919-0144, Monash University), Claire Palermo (0000-0002-9423-5067, Monash University), Claire E Palermo (Monash University), Brandon Coffey (0000-0001-8020-9717, RMIT University)
Year2024
Volume22
Issue4
Pages593-605
Publication date2024-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePolicy Futures in Education (JOURNAL)
Journal identifiersISSN: 1478-2103 • E-ISSN: 1478-2103
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/14782103231180333
OpenAlexW4378837931
LanguageEN
Citations received2
References cited19

This article offers a critical exploration of the espoused purpose and implementation of accreditation of health professions programs in Australia from the perspectives of academics at an Australian university. It examines enactment of accreditation in supporting the development of work-ready graduates through outcome-based education. By drawing upon Yanow’s interpretive policy approach, this qualitative study identifies similarities in perceptions of accreditation across health professions and draws attention to key tensions that must be addressed in the pursuit of outcome-based education. Concerns related to the inflexibility of accreditors, time and administrative requirements, and processes for educational review and innovation are highlighted. The article concludes by offering suggestions for changing accreditation practices to ensure future-focused work-ready graduates

Accreditation · Allied health professions · Curriculum · Engineering ethics · Health care · Higher education · Medical education · Outcome-based education · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Engineering · Health Professions · Healthcare Quality and Management · Higher Education Learning Practices · Innovations in Medical Education · Medicine

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