Measuring Success: The Intersection of Outcome-Based Education, Accreditation Standards, and Institutional Rankings

Abstract

This study focuses on the following research question: How has Outcome-Based Education (OBE), accreditation standards, and institutional rankings helped in creating measures for success of the educational institutions? Quantitative findings showed that implementation level of OBE had positive correlations with accreditation status and institutional rankings(OBE – accreditation = 0. 45, t =2. 83, p < .01), and accreditation status had positive correlations with institutional rankings OBE- accreditation 0. 45, t =2. 83, p < .01 accred- ranking = 0. 62, t =4. 14, p Regression analysis further established OBE implementation as a strong significant predictor for accreditation status (β = 0. 32, t = 8. 95, p < 0. 001) and institutional rankings (β = 0. 24, t = 7. 47, p < 0. 001), net of institutional covariates. All the participants confirmed and explained further the dynamics and consequences of the OBE, accreditation and ranking processes in education. These findings were contextualized within the existing literature and research on quality assurance, improvement and the part played by innovation and internationalisation within educational systems. In conclusion, this study reveals that outcome measures, purposes, and goals, accreditation, and certification along with organizing rankings play critical roles in creating and ensuring quality in higher learning institutions.