International Journal of Educational Administration Volume 1 Number 1 (2009), pp. 59-68 © Research India Publications http://www.ripublication.com/ijea.htm
The Practice and Prospects of Accreditation of Academic Programmes in Universities in Nigeria: The Perspective of Academic Staff
Comfort Olufunke Akomolafe Department of Educational Foundations and Management, University of Ado-Ekiti, Ado-Ekiti, Nigeria. E-MAIL: [email protected]
Abstract This paper presents the findings of a descriptive research conducted in universities in Nigeria. The purpose of the paper was to examine the practice, the criteria and prospects of accreditation of academic programmes in universities in Nigeria, from the perspective of academic staff. The sample consists of 130 academic staff, selected using multistage and simple random sampling techniques. The analysis and interpretation of the data indicated that, the practice of accreditation was adequate, the level of awareness of senior academic staff was high while the academic staff below senior lecturer have low level of awareness on the criteria of accreditation of academic programmes. The study also revealed the prospects of accreditation of academic programmes. It was recommended that academic staff should be made aware of criteria of accreditation regardless of their status through seminars and faculty lectures, and the professors assigned with the function of accreditation should show high level of commitment to enhance quality assurance in academic programmes.
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Biography
Dr (Mrs) Comfort Olufunke Akomolafe is a senior lecturer in the Department of Educational Foundations and Management, University of Ado-Ekiti, Ekiti State, Nigeria. She holds a Ph.D degree in Educational Management. She is currently an Acting Head of Department of Educational Foundations and Management. She has many papers published in both national and international Journals and in conference proceedings. In her research and publications she focuses attention on: school
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Comfort Olufunke Akomolafe
administration, gender issues, personnel management, and ICT in education. She has attended both national and international conferences.
Introduction
Accreditation of academic programmes in Nigeria Universities has been a constant evaluation to ensure that set standards are met. It was stressed by Okogie (2008) that the development of the minimum academic standards (MAS) and their subsequent approval provided the basis for accreditation of all degree programmes taught in Nigerian universities. Accreditation is both a status and a process. As a status, accreditation provides public notification that an institution or programme meets standards of quality set forth by an accrediting agency. As a process, accreditation reflects that in achieving recognition by the accrediting agency, the institution or programme is committed to self-study and external review by one’s peers in seeking not only to meet standards but to continuously seek ways in which to enhance the quality of education and training provided (American Psychological Association 2009) The process of accreditation is in itself a promoter of useful discussion about quality, standards, and performance in higher education, (Board of Regent 2007).
Every university has some obligation to be frank about its own expectation from accrediting bodies in connection with any proposed accreditation. The university of Wisconsin system believes the accrediting agency needs to state its reservations in regards to some principles. Evaluation must place its emphasis on the outcome of the educational process. The standard applied in the accreditation must not discourage experimentation, innovation, or modernization, either in teaching methods or in the curriculum. Furthermore the principles could be based on that recommendations should be diagnostic, not prescriptive, and the accreditation reports must explicitly recognize institutional diversity (Board of Regent 2007).
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Accreditation of academic programmes in Nigerian universities system was nonexistent before 1989, despite the fact that the federal Government of Nigeria had promulgated the necessary law towards the process. The federal Government of Nigeria through section 10 of Act No. 16 of 1985, incorporated as section 4(m) of the National University Commission (NUC) amended Act No 49 of 1988 empowered the NUC to lay down (MAS)for universities in Nigeria and to accredit degrees and other academic awards (Okogie 2008).
The first in the history of accreditation of programmes in Nigeria university was conducted in 1990 shortly after the minimum academic standards (MAS) were developed for all the programmes existing in Nigeria universities at that time, it was on records that the exercise was unparalleled in the African continent as it was the first of its kind in this part of the world. It was organized and conducted through the platform provided by the NUC with 100% indigenous resource persons. The Exercise gave the nation the opportunity to have data backed information on the state of education delivery in Nigeria universities (Okogie 2008).
The objectives of accreditation of academic programmes in Nigeria universities are to: ensure that at least the provision of the MAS documents are attained,
The Practice and Prospects of Accreditation
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maintained and enhanced. It was also to assure employers and other members of the community, that Nigeria graduates of all academic programmes have attained an acceptable level of competency in these areas of specialization. It was also to certify to the international community that the programmes offered in Nigerian universities are of high standards and their graduates are adequate for employment and for further studies (NUC 1999).
The accreditation status to a programme may be full, interim or denied depending on the total score. Full accreditation is granted to any academic programme that has satisfied the provision (MAS).
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It must attain a minimum of 70% aggregate score as well as 70% in each of the four areas of academic content, staffing, physical facilities and library. Interim accreditation is granted to any degree or other academic programmes that has minor deficiencies that must be rectified within a stipulated period, the programme must attain an aggregate score of not less than 60%, with a total score above 70% with score not less than 70% in academic content, staffing, physical facilities and library.Interim status is granted for a period of not more than two academic sessions after which the programme is automatically due for revisitation. During the period of interim, university may continue to admit students into the affected programmes. Denied accreditation status applies to any academic programme which has failed to satisfy (MAS) aggregate score of less than 60%. The revisitation is at the request of the university concerned, the university ceases to admit students into such programmme with effect from the next admission exercise (Okogie 2008).
In USA, the federal government plays a negligible role in accreditation, mostly in the office of post secondary education of the US Department of education. The Council for Higher Education Accreditation (CHEA) is a private organization that coordinates the regional accrediting organizations in specific subjects. Every accredited university must have an adequate library, to support scholarly books and periodicals in the several libraries on their campus. The state and federal governments in the USA spend billions of dollars every year to support universities in the USA. Surprisingly, there are no government standards for the quality of education at the universities in the USA. Instead minimum in standards for education in universities are set by private, non-profit corporations, called accrediting organizations. (Standler 2003).
Observations have shown that accreditation was a difficult task with little knowledge of criteria to bear in mind. It appears the academic personnel were not conversant with the required materials and as a result it involves stressful activities .It seems the impact of accreditation was not significant on the quality and availability of facilities for academic programmes. It seems the level of awareness on the criteria and practice was low and the prospects for the accreditation was not well understood.
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Purpose
The purpose of this study was to examine the practice of accreditation of academic programmes and to examine the criteria for accreditation, and to investigate the level
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of awareness of academic staff on the criteria for accreditation. It was also to find out the prospects of the practice of accreditation in universities. Research questions The following research questions were raised, so as to find solution to the problem of the study: (1) What is the practice of accreditation of academic programmes? (2) What are the criteria for accreditation of academic programmes? (3) What is the level of awareness on criteria for accreditation of academic programmes by academic staff. (4) What are the prospects of accreditation of academic programmes?
Research Method
The study was a descriptive research. It focused on the prevailing accreditation exercise in university. The population for this study consists of academic members of staff, in universities in Nigeria. A sample of 130 academic staff, 20 professors, 30 academic staff who are currently or previous heads of departments, were purposively selected from five universities . The sample also include: 40 academic staff who are readers and senior lecturers, while 40 were selected from status below senior lecturer. They were selected using multistage and simple random sampling techniques.50 subjects which included 20 professors and 30 subjects comprising previous or current heads of department responded to items on the practice, criteria, and the prospect of accreditation of programmes. 100 subjects excluding 30 previously or current heads of department responded to items on level of awareness of the criteria for accreditation. A questionnaire titled “The practice and prospects of academic programmes accreditation” (PPAPA) was used to gather data from selected subjects. The face, and content validity of the instrument were ascertained. Test retest reliability method was adopted to ensure the reliability of the instrument. The reliability coefficient of 0.63 of the instrument was held significant at 0.05 level of confidence.
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Data analysis and Results
Research question one: What is the practice of accreditation of academic programmes?
The Practice and Prospects of Accreditation Table 1: The practice of accreditation of academic programmes. S/N 1 2 ITEMS N=50 To ensure all programmes are accredited To ensure all nonaccredited academics programmes are not allowed The accreditors ensure that all criteria are put into consideration for the accreditation There is high level of integrity in the accreditation exercise University respond promptly to accreditation process The impact of accreditation is manifesting in the quality of facilities and curriculum Relevant professor in various fields are engaged in academic programme accredition The practice of accreditation encourages the employment of more qualified personnel Agree 50 43 Agree % 100 86 Disagree 0 7
63
Disagree % 0 14
3
45
90
5
10
4
40
80
10
20
5
38
76
12
24
6
30
60
20
40
7
42
84
08
16
8
36
72
14
28
The analysis from table one reveals the adequate practice of accreditation and its process. The result shows that the practice of academic programmes accreditation was to ensure that all programmes are accredited, and to disallow all non-accredited academic programmes. The accreditation of academic programmes are practiced in such a way that the accreditors ensure that all criteria are put into consideration and the universities responded promptly to accreditation process. There was high level of integrity in the practice, the relevant professors were engaged in the process, and the impact of accreditation manifested in the quality of facilities, curriculum, and the personnel. In conclusion, the practice of accreditation was to the university system. Research question two: What are the criteria for accreditation of academic programmes?
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Comfort Olufunke Akomolafe Table 2: The criteria for accreditation of academic programmes.
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S/N 1 2 3 4 5 6 7 8 9 10 11 12
ITEMS To make resource assessment at the inception of a programme. To examine the appropriateness of philosophy of programmes To prevent student list at all levels. To prevent student admission files. Examine the adequacy of admission requirements. Examine the adequacy and academicstatus of academic personnel. Examine adequacy of office accommodation. Adequacy of curriculum in line with NUC Bench mark. Examine the level of information dissemination among students Ensure external moderation of scripts, scores, results. Examine adequacy of furniture and equipment. Examine adequacy of staff participation in staff development activities. Examine budget allocation to departments. Examine reports of student work experience. Examine lecture time table. Library facilities.
Agree N=50 45 46 41 45 48 43 49 36 40 42 47 41
% 90 92 82 90 96 86 98 72 80 84 94 82
Disagree % 5 4 9 5 2 7 1 14 10 8 3 8 10 8 18 10 4 14 2 28 20 16 6 16
13 14 15 16
28 25 29 40
56 50 58 80
22 25 21 10
44 50 42 20
The result from table one indicates that all the items are criteria for accreditation of academic programmes in universities. The measure of sustainability, credibility and appropriateness of academic programmes are done with these criteria: resources assessment, philosophy of academic programmes, external moderation of scripts, scores and results, budget allocation to departments, availability of lecture time table, level of information dissemination to students, and report of students work experience. The table also reveals that the adequacy of other criteria for accreditation to include admission requirement, status of academic personnel, office accommodation,
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curriculum in line with NUC bench mark, furniture and equipment, and staff participation in development activities. The criteria for accreditation also include: presentation of students list and admission requirements, reports of students work, and Lecture time table. It could be concluded that the appropriateness and availability of the criteria are conditions for giving good academic programme accreditation. In order words full accreditation of an academic programme is contingent upon meeting the criteria. Research question three: what is the level of awareness of academic staff on the criteria for accreditation of academic programme? Table 3: Level of awareness of academic staff on the criteria for accreditation of academic. S/N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 ITEMS To make resource assessment at the inception of a programme. To examine the appropriateness of philosophy of the programme. To prevent student list at all levels. To prevent student admission files. Examine the adequacy of admission requirement. Examine the adequacy and status of academic personnel. Examine adequacy of office accommodation. Adequacy of curriculum in line with NUC Bench Mark. To examine the level of information disseminatin among students. Ensure external moderation of scripts, scores, results. Examine adequacy of furniture and equipment. Examine adequacy of staff participation in staff development activities. Examine budget allocation to departments. Examine reports of student work experience. Examine lecture time table. Library facilities. Prof N=20 100% 92% 100% 100% 100% 100% 100% 100% 80% 100% 100% 100% 100% 95% 100% 100% Reader N=40 95% 87.5% 90% 65% 100% 100% 95% 100% 78% 100% 100% 85% 70% 45% 80% 90% Below SL N=40 35% 42.5% 52.5% 40% 55% 57.5% 65% 45% 35% 45% 55% 52.5% 25% 2.5% 25% 40%
The result from table three revealed that the level of awareness on the criteria used for accreditation among professors were very high. The level of awareness among readers or associate professors and senior lecturers were also high. However there was
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Comfort Olufunke Akomolafe
low level of awareness among lectures below senior lecturer on lecture time table, reports on student work experience, budget allocation to departments, the appropriateness of philosophy of the programme, as criteria for academic programmme accreditation, although there was moderate level of awareness among lecturers below senior lecturer, office accommodation, development participation and status of personnel. Furthermore the level of awareness among readers and senior lecturers on the report on student work experience was low. Research question four: what are the Prospects of accreditation of academic programme?
Table 4: The prospects of accreditation of academic programmes. S/N 1 2 3 4 5 Items Enhance provision of facilities Facilitate staffing for academic programmes Stimulating funding of academic programmes Ensure quality of academic programmes. Encourage integrity in student admission and requirements Encourage follow up of university graduates and their progress reports. Enhance proper records keeping of academic activities Encourage staff development participation. Agree N 40 43 38 39 30 Agree % 80 86 38 78 60 Disagree N 10 7 11 11 20 Disagree % 20 14 12 22 40
6
32
64
18
36
7
47
96
3
06
8
36
72
14
28
The analysis from table two indicates the prospects of accreditation of academic programmes. The percentage scores for each of the items presented indicates that they all constitute prospect for accreditation exercise. The result from the table showed that academic programme accreditation enhances provision of facilities to the relevant programmes, facilitates staffing in the academic programmes and stimulate funding of academic programmes. It was also indicated in the table that there would be quality assurance in academic programmes, integrity in student admission and requirements, and proper record keeping of academic activities are some of the prospects of academic programme accreditation in university. Furthermore, staff development
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particitation and follow up of university graduates and their progress reports, are also agreed upon as other prospects for academic programme accreditation in university
Discussion
The practice of accreditation was favourable to the university system and adequate for its development and progress, therefore the practice is a prerequisite a sustenable culture of accreditation. The practice of accreditation in universities in Nigeria is to ensure that all academic programmes are accredited, and non accredited academic programmes are not allowed .The accreditors ensure that all criteria were put into consideration, and relevant professors in various field were engaged. Furthermore there was high level of integrity in the process, universities responded promptly to the exercise, and the impact of accreditation manifested in the quality of facilities, curriculum, and personnel. There are certain criteria that were put into consideration in ensuring adequate accreditation, these includes: resource assessment, programme philosophy, external moderation of academic activities, budget allocation to departments, availability of lecture time table, reports of students’ work experience, office accommodation, furniture and equipment, staff development, students list and files,library facilities, and status of academic personnel. The practice of accreditation of academic programmes has benefits for the running of current academic programmes and for future generation of universities. The prospects of academic programme for universities include: enhancement of provision of facilities, facilitating staffing, stimulating funding, quality assurance in programmes, integrity in students’ admission and encouraging follow up of old graduates. Enhancing of proper records keeping of academic activities and staff development are other prospects of academic programmes accreditation in universities. The study also revealed that the level of awareness of academic staff in the rank of senior lecturers and above was high, while the lecturers whose status is below senior lecturer have low level of awareness. This result is not unconnected with the level of participation of many of the academic staff in accreditation exercise. This study showed that relevant professors in many fields engaged in academic programmes accreditation as assigned by the NUC The level of awareness on the criteria for accreditation is high among the professors, readers and senior lecturers. The result showed that the professors were very conversant with the criteria for accreditation. The analysis in the table revealed that academic staff below senior lecturer have little knowledge about the criteria for accreditation.
Recommendations
Based on the findings of this study, the following recommendations were made: (1) The practice of accreditation as a university culture should be embraced and sustained.
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Comfort Olufunke Akomolafe (2) Funding of academic programmes should be taken as a priority to ensure the criteria are made available. (3) The professor assigned with the function of accreditation should shown high level of commitment to enhance quality assurance in academic programmes. (4) Academic staff should be aware of the criteria for accreditation regardless of their status, through seminar and faculty lectures.
Conclusion
Academic programmes accreditation in Nigeria , as a developing nation is a worthwhile exercise. The accreditation that is based on the set criteria, with genuine intention to bring out the best is good for the development and growth of the university education in Nigeria. The quality assurance of academic programmes is the extent to which university administrators are willing and taking it as a matter of priority, the provision of facilities and employment of qualified personnel into the academic programmes. The high level of awareness of academic staff on the accreditation criteria are desirable not only among professors and senior lecturers but also among lecturers below the status of senior lecturer. They should be conversant with the criteria, make adequate preparation routinely for accreditation and hence establish a good culture of accreditation practice.
References
[1] Okogie J.A (2008) Licencing accreditation and quality assurance in Nigerian universities: achievement and challenges. Paper presented at a session of the 2008 CHEA Summer workshop American psychological Association (2009).
What is accreditation? Online available at www.apa.org/ed Board of Regent (2007) Principle on accreditation of academic programmes online available at http://www.uwsa.edu/bor/policies.university of Wisconsin system National universities commission (NUC) (1999) Manual of accreditation procedures for academic programmes in Nigerian universities. National universities commission, Abuja. Standler R. B (2003): Accreditation of Universities in the USA version, 21 April. Online available at http://www.rbs2.com downloaded July 22, 2009
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