Faculty Members’ Perceptions of Quality Assurance and Accreditation in Afghanistan

Abstract This study investigated faculty members’ perceptions of quality assurance and accreditation (QAA) in Afghanistan. The study aimed to examine how familiar faculty members were with QAA policy, quality concepts, QAA processes, and whether QAA process has improved the status quo. Through a sequential exploratory mixed methods design, the investigators interviewed seven faculty members at four universities, and subsequently conducted a self-administered survey questionnaire at six universities (two public and four private). A response rate of 54 percent (N = 42) was obtained from the survey. The study findings suggest that faculty members had mixed impressions about QAA implementation. For instance, an overall sum of mean scores shows that faculty members have a positive view about QAA processes M = 3.5 (SD = .75), however, interview participants were less satisfied with QAA outcome. Lastly, implications are made that a successful implementation of QAA processes in Afghanistan is contingent on: 1) establishment of a quality culture wherein universities own the processes and outcomes, and 2) engagement of key stakeholders including faculty, staff, and administrators to internalize QAA processes to improve the status quo. Keywords: higher education quality; quality assurance; accreditation; higher education in Afghanista

Numbers and Words: Combining Quantitative and Qualitative Methods in a Single Large-Scale Evaluation Study.

This article discusses how quantitative and qualitative methods can be combined in a single evaluation study to better understand the phenomenon in question. Three perspectives on combining methods are reviewed: the purist approach where the two methods are seen as mutually exclusive, the situationalist approach that views them as separate but equal, and the pragmatist approach that suggests integration is possible. From the pragmatist position it is argued that either method can be used at the analysis stage to corroborate (provide convergence in findings), elaborate (provide richness and detail), or initiate (offer new interpretations) findings from the other method. Specific examples of how results from each method can inform the other are offered. he history of methodology in educational research has beendominated by a quantitative orientation. The movement toward a &dquo;scientific method of education&dquo; following the turn of the century had a decidedly quantitative focus (Cronbach and Suppes, 1969). It is only recently that qualitative perspectives have become a AUTHORS ’ NOTE: The preparation of this article was supported by funds from th

Marshall, Catherine, and Gretchen B. Rossman, Designing Qualitative Research. Newbury Park, CA: Sage, 1989.

Describes all phases of planning and conducting qualitative research