Navigating The Terrain Of Higher Education: A Comparative Analysis Of Outcome-Based Education, Accreditation, And Rankings

Abstract

This research work will help to understand the concept of Outcome-Based Education (OBE), the accreditation process and ranking in higher education system. This research employs a combination of quantitative and qualitative instruments to explore the several aspects and the effects of those aspects in relation to the interaction with the client and its overall influence towards the institutional effectiveness and reputation. Outcomes of OBE indicated derivations in graduation rates from 78% to 92%, employment rates from 82% to 95%, level of students’ satisfaction from 83% to 90%, and achievement of competencies from 87% to 94% in 5 renowned institutions. The average ranking position indicates that accredited institutions are, generally, higher ranked than non-accredited institutions, with the proportion of institutions within the top 35 rankings across all the three ranking bodies. Such conceptions are supported by qualitative insights that confirm accreditation as a critical process in sustaining educational quality and cultivating leadership in healthcare professions. Most rankings are based on parameters like academic reputation and research and have implications regarding the comparative performance and reputation of higher learning institutions and over any or all of the VPAT elements influencing stakeholders’ behavior. Results of the analysis show that benefits arising from the interaction of OBE, accreditation and rankings should be optimally harnessed to improve performance and visibility of USA higher learning institutions. Policymakers, educators an stakeholder in the development of higher learning institutions stand to benefit immensely from this research in their quest to enhance the quality of higher learning institutions.