Moore, Kimberlee
(2023)
Moving Beyond Accountability Toward a More Socially Conscious Guardianship of Higher Education Quality: An Examination of Quality Assurance and Accreditation Frameworks and Social Justice.
Doctor of Education thesis, University of Liverpool.
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Abstract
Currently, most traditional models of higher education quality assurance tend to focus on continuous quality improvement, consumer protections, and public accountability with little to no attention given to national social justice priorities. This study explored the extent to which social justice concerns are considered in judgements of higher education quality and ways in which quality assurance and accreditation agencies can assist the higher education community in addressing issues within society that are connected to the social purposes of higher education. Using both qualitative and quantitative research methods, the study investigated how accreditation agencies in the United States and members of the South African quality assurance community facilitate engagement and attention to social justice issues. Key findings showed that US accrediting agencies are engaging in activities to facilitate higher education institutions achievement of social justice outcomes primarily through the use of accreditation standards and that quality enhancement activities allow more flexibility for agencies to incorporate social justice expectations into their oversight of institutions. The study concluded with lessons learned, recommendations for practice, and ideas for aiding the quality assurance and accreditation community in enhancing social justice efforts.
| Item Type: | Thesis (Doctor of Education) |
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| Depositing User: | Symplectic Admin |
| Date Deposited: | 31 Jan 2024 10:18 |
| Last Modified: | 31 Jan 2024 10:18 |
| DOI: | 10.17638/03171965 |
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| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3171965 |
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