Download or read book Examining the Evaluation of Student Learning in the Context of Accreditation written by Kelsey Sellgren Kyne and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Overview and Problem of Practice The evaluation of student learning in higher education is of interest to many stakeholders including students, faculty, higher education administrators, employers, governmental entities, and accreditors. Despite this interest, many institutions struggle to successfully facilitate the process of evaluating student learning. The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) is one of seven regional accreditors in the U.S. whose member institutions are required to demonstrate their compliance with the standards of SACSCOC at regular intervals. One of these standards relates to the evaluation of student learning and reads, "The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of seeking improvement based on analysis of the results in student learning outcomes for each of its educational programs." The problem of practice (PoP) central to this dissertation in practice (DiP) is that member institutions consistently struggle to demonstrate their compliance with this standard at the time of the off-site decennial review. The SACSCOC reaffirmation classes of 2017, 2018, and 2019, saw non-compliance rates with this standard of 60%, 59%, and 61%, respectively. Purpose, Study Design, and Research Questions The purpose of this DiP is to identify and analyze approaches used by SACSCOC member institutions seeking to demonstrate their compliance with the assessment standard. Within the context of an exploratory model, I conducted a document analysis of a sample of ten SACSCOC member institutions' narratives in order to understand how they sought to demonstrate their compliance with the assessment standard. I developed the following four research questions to address the PoP. i. What approaches do institutions take to define goals for student learning? ii. What guidelines do institutions put in place to navigate assessment activities? iii. How do institutions report using the data collected in the assessment process to drive improvements? iv. What evidence do institutions provide that demonstrates assessment is part of the institution's culture, and not an exercise done strictly for accreditation purposes? Findings Each research question yielded major findings which will be summarized here. Regarding research question 1, I found that one way all ten of the sampled institutions organize their assessment work is to create an institution-wide schedule of assessment that delineates key activities and deadlines. The major finding related to research question 2 is that there is significant variation both across and within institutions with respect to the specific instruments (e.g., written exams, surveys) used when conducting assessment. A primary finding related to research question 3 is that institutions commonly adjust academic supports (e.g., embedded tutoring) in response to data collected in the assessment process. Regarding research question 4, I found that all ten institutions incorporate assessment into its operations in ways that are not strictly for compliance purposes (e.g., listing learning outcomes in the catalog). Implications The present study fills a gap in the literature by helping to describe the approaches institutions use to facilitate the assessment of student learning within the context of an accreditation review. The findings also deviate from existing literature in two critical ways. First, none of the sampled institutions reported using a pre/post assessment as identified by Shavelson (2010). Second, unlike the CAOs in Kuh and colleagues' research (2014), major changes reported by the sampled institutions related to changes in academic supports (e.g., embedded tutoring). Recommendations I have developed recommendations for both practitioners and researchers based on the findings of this study. For practitioners, my primary recommendations are to work toward a) developing a predictable schedule of assessment within their institutions, b) ensuring faculty are an integral part of the assessment process, and c) working with internal and external stakeholders to integrate assessment into the fabric of the institution. Thinking of future directions for research, the present study could be built upon by gaining access to institutions' compliance status, as determined by SACSCOC in order to evaluate the effectiveness of their assessment approaches. The current study provides a description of approaches used by institutions who are attempting to demonstrate their compliance with the assessment standard, but it is not able to speak to the resulting determination of compliance by SACSCOC. Another potential direction for future research involves examining the gains in student learning measured by the assessment process. While the present study is unable to address those gains, it may be possible to do so by obtaining the supporting documentation that accompanies the narratives and/or conducting interviews with institutional personnel.

Download or read book Evaluating Student Learning in Higher Education Beyond the Public Rhetoric written by William H. Rickards and published by John Wiley & Sons. This book was released on 2016-09-27 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evaluation has played a fundamental role throughout the history of higher education. It has been key to institutional missions and for accountability concerns for public funding policy and fiscal oversight. In the last 30 years, there has been focused attention on the quality of education and student learning. Campuses have stepped up their initiatives to evaluate educational outcomes—and communicate these to their constituencies—just as regional, state, and national efforts have emerged regarding assessment of learning outcomes. In this context, various methods and approaches to evaluative inquiry have emerged to support efforts to increase the effectiveness and efficiency of instructional practice and curriculum for higher learning. This edition examines perspectives on evaluation studies addressing higher education learning—from program- to institution-based studies and critiques of practice—to document successes and identify significant challenges that face evaluators and the collaborating educators in the continuing development of higher education. This examination represents both an investigation into the particular insights that evaluative inquiry contributes to the scholarship and practice of higher education and a reflection on the evaluation expertise that can be applied across contexts of professional practice and program development. This is the 151st issue in the New Directions for Evaluation series from Jossey-Bass. It is an official publication of the American Evaluation Association.

Download or read book Understanding Student Learning Evidence written by Robyn Lyn Thomas Pitts and published by . This book was released on 2017 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Evaluation use is a key construct in evaluation that characterizes the ways in which an evaluation, through its processes and findings, affects people and situations. Through in-depth case study, this research explores the nature of evaluation use, and the related notion of evaluation influence, within the context of assessment in higher education. Despite a historical focus on compliance and accreditation, assessment contemporarily hinges on increasing the use of student learning evidence for decision making across many levels of an educational organization. This shift toward learning has positioned assessment as a context for evaluation theory and practice, one that offers a unique opportunity to study evaluation use and influence relative to various purposes for evaluation (i.e., accountability and learning). The findings suggested three problematics, or dilemmas, that shape the nature of evaluation use and influence in assessment: facilitating sensemaking processes, engaging systemic complexity, and attending to power and information gaps that exist within and between educational program models and their evaluative tools. Findings from this study also suggest that student learning evidence has a profound impact on educational programming, both at the individual student and program levels."--Abstract from author supplied metadata.

Download or read book How Accreditation Influences Assessment written by James L. Ratcliff and published by Jossey-Bass. This book was released on 2001-04-26 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the shift in accreditation from standards to student learning outcomes, and institutional and programmatic requirements to demonstrate student outcomes increasing; this volume offers timely perspectives and research on the latest developments in accreditation and assessment. The authors-accrediting agency officials, campus leaders involved with accreditation and assessment, and higher education researchers -- discuss six salient new directions in accreditation and assessment process that together offer effective ways to enhance student, faculty, and institutional learning. Examples of working accreditation programs include new methods of distance-education program assessment, an institutional accreditation self-study at the University of Vermont, and the Urban Universities Portfolio Project, a national study involving six urban universities who are using electronic portfolios to provide public access on student learning outcomes. The authors also present an initial review of accreditation and assessment backgrounds, changing standards, and underlying issues, as well as a survey of more than twenty written accreditation policies, making this volume a valuable resource for anyone planning or conducting an institutional self-study as a vehicle for change and renewal. This is the 113th issue of the quarterly journal New Directions for Higher Education.

Download or read book Quality Content and Context in the Assessment of Student Learning and Development in College written by Charles Robert Pace and published by . This book was released on 1986 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Case Study of a School Accreditation Journey Focusing on How the School Community Cater to the Needs of Future Orientated Twenty First Century Learners written by Jonathan Kelly and published by GRIN Verlag. This book was released on 2023-12-13 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: Doctoral Thesis / Dissertation from the year 2023 in the subject Pedagogy - School System, Educational and School Politics, grade: PASS, , course: EDUCATION, language: English, abstract: In the current literature, there is a lack of research information concerning the impact that the school accreditation process can have, including through the generated insights, and the potential transformational journeys, of a diverse group of stakeholders with a shared purpose. The Research Question of this study is: What is the impact of the NEASC accreditation process on meeting the needs of twenty-first-century students? The research offers unique insights, via a case study, of an Indian International School undergoing joint accreditation (Council of International Schools, New England Association of International School, and International Baccalaureate). As this was a case study, the sample size was 5. The researcher, as the school's Head of Design and Technology, and also a foreigner, remains close to the action of the participants, recording different insights of various stakeholders via anecdotal notes, regarding the effects and effectiveness of the accreditation process at the school. The study's focus is on investigating reflections on participating in an international school's accreditation process. While previous research often concentrated on external stakeholders' perspectives, this study emphasizes the views of internal stakeholders within schools. Unlike studies focusing on enrolment and learning impacts, this research explores the narrative perspective of the benefits of international school accreditation. Existing studies highlighted positive impacts on enrolment and mobility of programs, but the research community lacks an in-depth exploration of the narrative aspects of accreditation benefits. The researcher, being a stakeholder in the accreditation process, provides an internal perspective, addressing this gap in the literature. Although researchers have examined international schools over time, a problem that has yet to be addressed regards the insufficient research detailing the benefits of international school accreditation from a narrative perspective. A gap therefore exists both in terms of lack of literature and the adoption of a narrative methodology to solve the problem. Insights from the examination of studies in the field convey that many researchers opt to adopt an external perspective to examine how accreditation processes impact international schools.

Download or read book Evaluative Criteria for Accrediting Teacher Education written by American Association of Colleges for Teacher Education. Evaluative Criteria Study Committee and published by . This book was released on 1967 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Designing Effective Assessment written by Trudy W. Banta and published by John Wiley & Sons. This book was released on 2009-07-14 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fifteen years ago Trudy Banta and her colleagues surveyed the national landscape for the campus examples that were published in the classic work Assessment in Practice. Since then, significant advances have occurred, including the use of technology to organize and manage the assessment process and increased reliance on assessment findings to make key decisions aimed at enhancing student learning. Trudy Banta, Elizabeth Jones, and Karen Black offer 49 detailed current examples of good practice in planning, implementing, and sustaining assessment that are practical and ready to apply in new settings. This important resource can help educators put in place an effective process for determining what works and which improvements will have the most impact in improving curriculum, methods of instruction, and student services on college and university campuses.

Download or read book How Accreditation Influences Assessment written by James L. Ratcliff and published by Jossey-Bass. This book was released on 2001-04-26 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the shift in accreditation from standards to student learning outcomes, and institutional and programmatic requirements to demonstrate student outcomes increasing; this volume offers timely perspectives and research on the latest developments in accreditation and assessment. The authors-accrediting agency officials, campus leaders involved with accreditation and assessment, and higher education researchers -- discuss six salient new directions in accreditation and assessment process that together offer effective ways to enhance student, faculty, and institutional learning. Examples of working accreditation programs include new methods of distance-education program assessment, an institutional accreditation self-study at the University of Vermont, and the Urban Universities Portfolio Project, a national study involving six urban universities who are using electronic portfolios to provide public access on student learning outcomes. The authors also present an initial review of accreditation and assessment backgrounds, changing standards, and underlying issues, as well as a survey of more than twenty written accreditation policies, making this volume a valuable resource for anyone planning or conducting an institutional self-study as a vehicle for change and renewal. This is the 113th issue of the quarterly journal New Directions for Higher Education.

Download or read book An Examination of the Relationship Between Accreditation and Learning Outcomes Assessment Standards in English Language Programs written by Julia R. Cayuso and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the passage of the Accreditation Act of 2010, accreditation has been required in order for English language programs to enroll international students on student visas. There is one specialized accrediting agency in the U.S. authorized to accredit such programs: the Commission on English Language Program Accreditation (CEA). That agency issues specialized/programmatic and institutional accreditation awards. Accreditation decisions by CEA were examined for possible relationships between three variables: accreditation type (programmatic or institutional), accreditation award length (1- or 5-year), and findings of compliance with a set of seven standards related to learning outcomes and assessments. Data were evaluated using log-linear models followed by odds ratio comparisons. Analysis demonstrated a significant interaction between accreditation type and length of award and between findings of compliance on standards related to learning outcomes and assessments and length of award. Awards of programmatic accreditation tended to be for longer periods of time than awards of institutional accreditation. Higher levels of compliance with standards were related to lengthier awards of accreditation. Results of the study indicate that whether the institution as a whole was evaluated for accreditation or a unit within an institution was under review, findings of compliance with standards related to learning outcomes and assessment were not significantly related. Results underscore the importance of learning outcomes and assessment of these outcomes as vital to the accreditation process and as markers of quality. The results of this study are useful to intensive English programs as administrators prepare to seek accreditation and meet the accreditation standards.

Download or read book The Application of Accreditation Standards in the Assessment of Student Learning A Case Study written by Kenneth P. Kerr and published by . This book was released on 2001 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine and describe how three selected community colleges applied accreditation standards in assessing student learning. This study used a case study method incorporating interviews and review of relevant documents. -- Abstract.

Download or read book An Investigation of Outcomes Assessment Utilization in the Context of Teacher Education Program Accreditation written by Georgetta Ann Daisy Myhlhousen-Leak and published by . This book was released on 2011 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholarship on the uses of program evaluation in general is extensive, but little specific empirical research has addressed the uses made of teacher program reviews. The purpose of this study was to investigate empirically the factors affecting uses of teacher program review processes and findings in each of four cases, selected from a prior state-wide population survey to include both higher and lower use exemplars. Results indicated that uses of program reviews included both process uses and findings uses and that a number of personal, contextual and other factors influenced the types of use, the recognition of uses that actually occurred, and the amount of use. Sometimes internal formative improvements were reported as taking place and were recognized as benefits but not identified originally as uses of the review processes and findings. This discrepancy occurred because the program staff and higher education administrators focused primarily on accreditation and viewed the successful accreditation outcome as the only use of the review, even when significant program improvements had resulted from the process. Relying primarily on interviews and documentation, the study described in detail three types of process use and three types of findings use. Process use was the most often reported types of use. Human, contextual and procedural factors were important influences on all types of use. Human factors influenced how the review was conducted and used. Context factors determined how the review was completed and how use occurred, either for accreditation or accreditation and program improvement. Procedural factors affected stakeholder involvement and how the administration related to and valued the program review processes and findings.

Download or read book Regional Accreditation and Learning Outcomes Assessment Mapping the Territory written by Staci J. Provezis and published by . This book was released on 2010 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined the intersection of collegiate-level student learning outcomes assessment with regional accreditation to understand how regional accreditation policies and practices leverage student learning outcomes efforts on us college campuses. To that end, the standards of each of the regional accreditation agencies were carefully reviewed and representatives from the regional accreditation agencies (with the exception of nwccu) were interviewed. In addition, data was gathered from a Council for Regional Accreditation Commissions (c-rac) and National Institute for Learning Outcomes Assessment (niloa) Symposium on student learning outcomes assessment, in October 2009. The information gathered from the documents, interviews, and the symposium were reviewed and analyzed for emergent themes. These themes reveal similarities and differences between the accreditors, primarily in their stated expectations for defining, assessing, and using outcomes; for prescribing practices; for transparency; for faculty engagement; for accreditation follow-ups; and for student learning outcomes assessment resources. It is the contention of this study that learning outcomes assessment is janus-faced in its dual emphasis on improvement and accountability, and that these two concerns remain in irresolvable tension within the accreditation process. The regional accreditation agencies are in many ways more similar than different in regards to their expectations for learning outcomes assessment. Even so, they have their own "habitus" or set of practices that are influenced by the region. Their involvement in c-rac and their adherence to the Principles set forth by this organization helps structure the field, so the logic of accreditation practice is the result of regions sharing and discussing strategies, making these strategies transferable--or transposable. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Download or read book Student Outcomes Assessment written by Serbrenia J. Sims and published by Praeger. This book was released on 1992-01-30 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities have been criticized for their failure to educate students effectively. As a result, higher educational institutions have become increasingly interested in student outcomes assessment as an important tool for curriculum development and policy planning. This valuable work offers comprehensive coverage of issues, concepts, and practices in student outcomes assessment. The author explores the history of outcomes assessment, the role of governmental intervention in outcomes assessment, and the relationship between outcomes assessment and institutional accreditation. Sims begins by reviewing the political context of assessment programs and policies and by identifying and defining significant terms. She then traces the history of outcomes assessment programs at several institutions, and she studies the impact of federal and state initiatives on higher education. The study concludes with practical advice on developing assessment programs, and a valuable appendix summarizing and discussing important federal legislation in this area. Academic administrators and others concerned with educational policy will find this book a useful guide to a growing area of concern.

Download or read book Testing the Engagement Theory of Program Quality in CACREP accredited Counselor Education Programs written by Shannon Prater Warden and published by . This book was released on 2009 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Program quality is a high priority in American higher education (Haworth & Conrad, 1997; Schuh & Upcraft, 2000). The drive by both public and private colleges and universities to enhance and evaluate program quality is partially fueled by an ever-increasing public demand for institutional accountability (Duderstadt & Womack, 2003; Suskie, 2006). As a result of this demand, two movements are occurring within American higher education -- the movement toward measuring student learning outcomes (SLOs) through outcome-based evaluation (Bogue & Aper, 2000; Schalock, 2001; Welsh & Dey, 2002) and the movement toward greater inclusion of stakeholders in program evaluation (Banta, 2002; Maki, 2004; Miller, 2007). Prior to 2009, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) required accredited counselor education programs to include stakeholders (e.g., faculty, current students, alumni, employers) in program evaluation (CACREP, 2001). With its revised 2009 standards, CACREP began requiring accredited programs to place greater emphasis on SLOs (Cashwell, 2008; Urofsky, 2008). These practices demonstrate CACREP's commitment to quality assurance in the field of counselor education and to counseling students' growth and development (Conrad, Duren, & Haworth, 1998). The Engagement Theory of Program Quality (Haworth & Conrad, 1997) highlights many positive SLOs that result from stakeholder involvement in program evaluation within master's-level graduate programs. As such, Engagement Theory is a potentially useful quality assessment resource for CACREP-accredited programs in their efforts at enhancing and sustaining program quality. The primary purpose of this study was to examine Engagement Theory, which had not been previously tested in counselor education, within the context of CACREP-accredited programs. A total of 481 master's-level counseling students and 63 faculty members representing 68 American colleges and universities participated in the study. Findings revealed that study participants perceived Engagement Theory's 17 attributes of program quality as important indicators of program quality, thus giving validity to Engagement Theory as a potential program evaluation resource with CACREP-accredited counselor education programs. Participants' perceptions of the presence of the attributes varied, indicating that further examination of program quality within CACREP-accredited counselor education programs may be warranted."--Abstract from author supplied metadata.

Download or read book Teacher Collaboration for Mandated Accreditation written by Ildiko Murrayne Biro and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study investigates how teachers work together to complete the evaluation for a mandated accreditation of a program at one school. Specifically, the study describes the participants' experiences of completing the evaluation, the effects of the evaluation on a school's program as perceived by the participants, and the future of program evaluation. Qualitative data were collected in the form of document review, participant survey and interviews of evaluation team members. The evidence from the study shows that the majority of participants find the evaluation of the program transformative for their practices. Five major findings as suggested by the case study can be summarized as follows: (1) participants in this study find that their perceptions of completing the evaluation are influenced by the context of the specific school, their own experience with the given program, the personal relationships that exist between the leadership team and the teachers and among teaching colleagues, and the larger community of stakeholders situated in a specific culture; (2) the freedom to change practices and determine what is needed for the given school is crucial in how participants view the impact of an evaluation; (3) respondents' perceptions of the intentions and abilities of the internal evaluation leaders may have some effect on how they view their evaluation experiences; (4) participants express the desire to determine what aspect of their program is most useful for them to evaluate, when to gather what data, and how to report their findings to their networks; and (5) participants argue that self-assessment is a regular function of continuous performance monitoring and a natural part of the learning climate where professional conversations lead to change. Implications from this study suggest that the context of the evaluation and the individual characteristics of the teachers can have an effect on how they perceive the collaboration required for the evaluation and how much value they place on engaging in these mandated processes. School leadership needs to establish a learning climate that supports the collaborative professional development of teachers. Suggestions for areas of further research are included at the end of the study.

Download or read book The Impact of an Accreditation System on the Quality of Undergraduate Medical Education in Saudi Arabia written by Saleh Ali Alrebish and published by . This book was released on 2014 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: The accreditation of undergraduate medical education is a universal undertaking. Despite the widespread adoption of accreditation processes and an increasing focus on accreditation as a mechanism to ensure minimum standards are met in various fields, there is little evidence to support the effectiveness of accreditation. The new accreditation body in Saudi Arabia, the National Commission for Academic Accreditation and Assessment (NCAAA), is viewed anecdotally as a positive development; however, its effect on the quality of medical education has not been formally assessed. This thesis uses a mixed methods approach to address this gap in understanding.Accreditation systems for undergraduate medical educational programs can have many goals including ensuring minimal quality standards are met; encouraging continuous improvement; fostering international recognition of medical programs; guaranteeing that students and graduates of accredited programs have comparable opportunities in the global market; and providing relevant stakeholders with transparent and credible information on the quality of various educational programs. Limited published research was found on the impact of accreditation and its outcomes, with the majority of literature comprising opinion pieces. While many studies provide speculative evidence about the value and impact of accreditation, they are commonly narrow in scope; many are from specific geographical areas and only a few are in the field of undergraduate medical education. Therefore, the value of accreditation in medical education remains to a certain extent unclear, with many unanswered questions regarding its legitimacy, influence and effectiveness. In addition, confounding factors such as internal quality management, external evaluation, and other developmental processes like student capacity, teacher ability and natural improvement, make the causes and effects of accreditation difficult to analyse.The theoretical frameworks for this thesis were chosen in light of the research questions, the literature review and the context and nature of accreditation in Saudi Arabia, which is administered by a mandatory governmental regulatory body. The Hogwood and Gunn (1984) policy analysis model was chosen as a theoretical framework for this thesis as well as Boud's concept of 'sustainable assessment'; both hone in on the purposes of accreditation and stakeholders' experience of accreditation, particularly in relation to perceptions of the long-term impact of accreditation on programs.This study consists of two phases, guided by the theoretical framework and the literature review findings, for evaluating the impact of accreditation processes. Phase one of the study involved a comprehensive review of international accreditation models and comparison between these and the Saudi model in relation to the purpose of accreditation and accreditation procedures. Secondly, phase one entailed a systematic review of the evaluation of accreditation processes and quality assurance mechanisms in international higher education generally and medical education specifically. Phase two of the study used a mixed methods approach. Three key approaches were employed to explore the research questions. Quantitative data on graduate performance was analysed pre- and post-accreditation, document analysis was undertaken (self-review and external panel reports), and interviews and focus groups were conducted with students, educators and medical education leaders to examine the perceived impact of the NCAAA on the quality of undergraduate medical education. Analysis of the quantitative graduate performance data showed a significant increase in pass rates following the accreditation process. Although these pass rates have increased, it was important for students and educators to provide feedback to the researcher about how accreditation has impacted on the educational process. A majority of students and educators concluded that the accreditation process had been helpful in improving the learning experiences of medical students, especially female students, in Saudi Arabia. Some changes included greater power for student bodies, improved teaching and learning practices, opportunities for student feedback, and better extracurricular facilities. Thus, the NCAAA has played a crucial role in promoting change in medical schools. However, building an effective quality culture takes great effort and time on the part of all members of the organisation. Improving quality in medical colleges is not a one-person job. It needs to involve different stakeholders in the planning and implementation stages. As the external driver of higher education quality, the NCAAA needs to be a supportive body, rather than a punitive one, in order to achieve the goal of implementing a quality culture and continuous quality improvement. Otherwise, the danger is that unless stakeholders in medical schools believe in quality as a culture, and gain knowledge and skills in how to evaluate and change practices, seeking accreditation will be a superficial exercise characterised by 'ticking boxes' and 'performing well on the day.'In this study, respondents emphasised the need for a specialised body to regulate medical schools in Saudi Arabia. A specialised body is needed because the NCAAA, in its current capacity, cannot regulate medical schools in Saudi Arabia, given the huge expansion of medical schools in a short period of time. However, by creating standards specifically for medical schools and supporting the NCAAA with more quality assurance experts from health professional backgrounds, the accreditation process could become more focused, easier to carry out, and more effective.This thesis examined the impact of the NCAAA on undergraduate medical education and identified key ways that the process has influenced quality, and at times, constrained productive educational practices. Of particular importance were stakeholders' variable experiences of accreditation. Some study participants expressed the view that the process added stress and burden, and that the resultant changes were short-term in nature, as they were undertaken in order to satisfy the examiners during the site visit. In contrast, other participants gave vastly different accounts of accreditation and its impact. These participants raised the concept of developing a quality culture through accreditation, and highlighted the importance of leadership and the development of targeted 'quality' roles in order to monitor and improve practices over time. Analysis of the data led the researcher to assessment literature in higher education, which describes the 'double duty' assessment can serve within a 'sustainable assessment' model. This paradigm was borrowed to develop a model of 'sustainable accreditation' in medical education. The characteristics of sustainable accreditation are outlined in this study, and it is hoped that these features may reach policy makers and educators, prompting more effective practices in medical education accreditation in Saudi Arabia. The implications of this study for the accreditation body and related quality assurance sectors, stakeholders, and future researchers in accreditation of medical education practice, are also outlined.