Shaping the Future of Higher Education: Perspectives on Outcome-Based Education, Accreditation, and Institutional Rankings

Abstract

This paper aims to explore the intricate processes and Discourse of Outcome-Based Education (OBE), accreditation and rankings in higher learning institutions. Both qualitative and quantitative research features are used in the study to address the relevance and consequences of these aspects for the development of the HE sector’s further perspectives. Finding from this study suggest that there is an overwhelmingly positive perception of OBE facilitators and the promotion of student-centered learning as well as the apprecation of accreditation as a tool of quality assurance. A certain measure of recognition is given to the rating systems despite the imperfect understanding of the concept of institutional quality and reputation rankings. Statistical data also show positive relations between OBE implementation, accreditation status and the general performance indices for the institutions where OBE is implemented, with OBE significantly influencing the rates of students’ retention and graduation. As with institutional rankings, a cross-analysis of various accreditation statuses only serves to deepen the understanding of the intricacies of their relationship. In general, this study makes a useful contribution into the exploration of the best practices regarding leadership, efficiency and innovation in the American colleges and universities. Thereby the study also contributes to current debates of future related to higher education organizations and their future development with model that may help to understated key directions of the qualitative, meaningful, and equitable changes in the context of the global trends.