"To a great extent, lay governing boards and accreditation have become part of the philosophical tenets in higher education. Yet little is known about the historical forces that brought accreditation and the governing board concept together. This study focused on the history of the criterion governing board as used by the Commission on Colleges of the Southern Association of Colleges and Schools. The major data collection method used in this historical-critical research was documentary search. The format of the organization of this research combined a chronological and thematic approach"--Abstract. / Typescript. / "Spring Semester, 1992." / "Submitted to the Department of Educational Leadership in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Louis Bender, Professor Directing Dissertation. / Includes bibliographical references.

Este trabalho tem por objetivo investigar o processo de expansão e internacionalização da ES em curso na Colômbia e suas relações com a acreditação. O estudo parte da problematização das recentes discussões sobre a alteração da Lei nº 30 de 1992, que rege a ES no país, visando permitir o funcionamento legal de IES privadas com fins lucrativos, atualmente vedado pela legislação. Para entender o caso colombiano apresentamos o contexto da expansão da Educação Superior na América Latina tal como ocorreu a partir da década de 1970, influenciado pelas mudanças sociais, culturais e econômicas ocorridas na região. Identifica-se que o auge do crescimento se deu a partir dos anos 2000, quando os sistemas de ES latinoamericanos foram pressionados pelo contexto competitivo do fenômeno da globalização e acompanharam a tendência mundial das reformas neoliberais, sendo marcado por uma ampliação da oferta baseada na diversificação de IES. Este fenômeno elevou a preocupação com a busca da qualidade, fazendo com que muitos países desenvolvessem políticas voltadas para a avaliação e a acreditação dos seus sistemas de ES. Constata-se inclusive, que com a crescente globalização e internacionalização dos processos educativos, a avaliação deixou de ser considerada apenas no âmbito local para assumir um papel protagonista na agenda da internacionalização da ES. As pesquisas empíricas com dados do sistema colombiano revelaram que o crescimento da ES neste país ocorreu principalmente pela via do setor privado (sem fins lucrativos) acompanhado da diversificação de tipologia de IES, sobretudo técnicas e tecnológicas. O sistema de acreditação é um dos mais experientes da América Latina. Criado em 1992, tem impulsionando, nos últimos anos, as ações de internacionalização em todas as IES, sobretudo pela utilização de indicadores específicos em seus instrumentos de avaliação e pela internacionalização das próprias ações, tais como a participação no Sistema ARCUSUL, na RIACES e na INQAAHE. Conclui-se que o SES colombiano, através do fortalecimento da acreditação e da internacionalização, vem se tornando um mercado educacional atrativo aos investidores externos, como os grandes grupos privados de ES que adquirem diversas IES com o discurso de melhorar os índices de acesso, quando a intenção primária é a obtenção de lucro pela venda de serviços educacionais, nem sempre de qualidade. Este processo tem sido também estimulado pela melhora no desempenho econômico e a superação das crises de violência política que marcaram o país nas últimas décadas. / This study aims to investigate the process of expansion and internationalization of the current ES in Colombia and its relations with the accreditation. The study of the questioning of recent discussions on the amendment of Law No. 30 of 1992 governing the ES in the country in order to allow the legal operation of private institutions for profit, currently prohibited by law. To understand the Colombian case we present the context of the expansion of higher education in Latin America as it did from the 1970s, influenced by the social, cultural and economic changes in the region. We find that the growth of peak occurred from the 2000s, when ES systems Latin Americans were pressured by the competitive context of the globalization phenomenon and followed the global trend of neoliberal reforms, marked by an expansion of supply based on diversification HEI. This phenomenon has raised concern about the pursuit of quality, causing many countries to develop policies for the evaluation and accreditation of ES systems. Be noted that even with the increasing globalization and internationalization of educational processes, the assessment is no longer considered only at the local level, to assume a leading role in the ES internationalization agenda. The empirical research data with the Colombian system revealed that the growth of ES in this country occurred mainly by the private sector (nonprofit) accompanied by the diversification of type of HEI, especially technical and technological. The accreditation system is one of the most experienced in Latin America, being established in 1992, and this is driving, in recent years, the internationalization of actions in all HEIs, especially the use of specific indicators in their assessment tools and globalization of own shares, such as participation in ARCU-SOUTH System in RIACES and INQAAHE. We conclude that the Colombian SES, through strengthening of accreditation and internationalization, has become an attractive education market to foreign investors, such as large private groups ES acquire several IES with the speech to improve access rates when the primary intention is to make a profit from the sale of educational services, not always quality. This process has also been encouraged by the improvement in economic performance and overcoming the crisis of political violence that marked the country in recent decades.

Introdução: As instituições de saúde trabalham, incansavelmente, em prol da melhoria da qualidade dos serviços prestados e a enfermagem, como integrante desses serviços, busca, constantemente, programas que acarretem melhores resultados assistenciais e com isso a segurança do paciente. Dentre esses programas destaca-se o Magnet Recognition Program, desenvolvido pela American Nurses Credentialing Center- ANCC, o qual visa acreditar os estabelecimentos de saúde com excelência na prática de enfermagem. Objetivo: Analisar a produção científica acerca do processo de implementação do Magnet Recognition Program, publicada no período de junho de 2004 a junho de 2014. Metodologia: Trata-se de uma revisão integrativa de literatura, cuja coleta de dados foi realizada de julho a agosto de 2014, no portal de dados BVS que contempla as bases de dados BDENF, LILACS e MEDLINE e na base de dados CINHAL. A amostra constituiu-se de 16 artigos. Resultados: Os resultados evidenciaram que grande parte dos estudos eram oriundos de revistas de enfermagem, no idioma inglês. Quanto ao delineamento do estudo, verificamos que 11 deles eram constituídos por relatos de experiência e cinco compreendiam pesquisas de abordagem qualitativa, com nível de evidência VI. A análise dos estudos possibilitou compreender com maior clareza o processo de implementação do Magnet Recognition Program constituído por seis etapas, a saber: aplicação, avaliação, visita local, premiação, manutenção e redesignação. Os estudos demonstraram que a etapa de aplicação consistia no processo de submissão da instituição à candidatura frente a ANCC. A etapa de avaliação constituiu-se na análise, pelos avaliadores da ANCC, da documentação escrita apresentada pela organização candidata. Após a aprovação, uma visita ao local era agendada. Na ocasião da visita à instituição a ser acreditada eram identificadas a presença das 14 Forças do Magnetismo na organização. Uma vez aprovado, a certificação Magnet era concedida, constituindo a fase de premiação. Decorrido esse processo, havia o início da fase de manutenção da cultura Magnet, para que a redesignação acontecesse após quatro anos. Como facilitador de todo o processo, os estudos evidenciaram a utilização de consultores, a visita a uma organização anteriormente credenciada, a utilização de um profissional experiente para a elaboração do relatório, o envolvimento de todos os profissionais entendendo o Magnet como uma meta organizacional e o apoio do corpo diretivo, a fim de que os recursos financeiros e estruturais fossem providenciados. Os estudos evidenciaram, ainda, aspectos importantes relacionados aos componentes do Magnet Recognition Program os quais versavam principalmente sobre a governança compartilhada, prática profissional exemplar e estrutura de empowerment fundamentais para as organizações. Conclusão: Este estudo propiciou o conhecimento das etapas para a implementação do Magnet e, desse modo, acreditamos que esse resultado possa contribuir com outras organizações que estão pleiteando essa certificação, fornecendo subsídios para o alcance de seus credenciamentos. No entanto, frente aos níveis de evidência dos artigos, torna-se imperativo a realização de estudos com rigor metodológico mais elevados. / Introduction: Health care organizations vigorously work for the improvement of service quality and nursing, as part of these services, always seeking for assistance programs that involve better results and consequently the patient safety. Among these programs, the Magnet Recognition Program, developed by the American Nurses Credentialing Center-ANCC, aims to accredit health facilities with excellence in nursing practice. Objective: To analyze the scientific production on the implementation process of the Magnet Recognition Program, published from June 2004 to June 2014. Methodology: This is an integrative literature review. Data collection was carried out from July to August 2014, through BVS data portal that includes the BDENF, MEDLINE, LILACS and CINHAL databases. The sample consisted of 16 articles. Results: The results showed that most of the studies were from nursing journals in the English language. Regarding design of the study, we found that 11 of them were based on case reports and five researches comprised a qualitative approach, with evidence level VI. The analysis of the studies allowed us to clearly understand the implementation process of the Magnet Recognition Program consisting of six stages, as follows: implementation, evaluation, site visit, awards, maintenance and reassignment. Studies have shown that the application stage consisted of submitting to the institution the process to be elected by the ANCC. The evaluation stage consisted of analysis by the evaluators of the ANCC related to writing documentation presented by the applicant organization. After approval, a visit to the place was scheduled. On the occasion of the visit to the institution to be accredited, it was identified the presence of 14 Magnetism Forces in the organization. Once approved, the Magnet certification was granted, constituting the awards stage. After this process, the culture Magnet maintenance stage was started so that the reassignment could be performed after four years. As a facilitator item of the whole process, the studies showed the use of consultants, the visit to a previously accredited organization, the employment of an experienced professional to prepare the report, the involvement of all professionals understanding the Magnet program as an organizational goal and the support of the governing staff, in order that the financial and structural resources can be provided. The studies also showed important aspects related to the components of the Magnet Recognition Program which were mainly about the shared governance, professional exemplary practice and fundamental empowerment structure for the organizations. Conclusion: This study allowed to identify the steps to implement the Magnet program and the results can contribute to other organizations that are seeking for this certification, providing subsidies to reach their accreditation. However, when comparing the levels of evidence of the analyzed studies, it was observed the need to use a higher methodological rigor for further studies.

Made available in DSpace on 2016-04-27T18:12:08Z (GMT). No. of bitstreams: 1 Maria Jose de Freitas Duarte.pdf: 1265979 bytes, checksum: b806fcdb25cabcc699b674aa1bfed293 (MD5) Previous issue date: 2015-04-10 / This paper analyzes the process organization of speech pathology therapy work in a private general hospital in the city of São Paulo, considering the external evaluations to which this applies systematically and periodically, to be known: National Accreditation Organization (ONA), Joint Commission and Canadian Council on Health Services Accreditation (CCHSA). The research had two complementary objectives: characterize the demand for speech therapy during the years of 2013 and 2014; and to present the workflow and interaction of speech therapy in interdisciplinary hospital health team to attend such demand. The dimensions were not investigated yet by brazilian speech therapy, and it gives a new sense for the study. The text is organized in 4 parts: conceptual introduction, method, results presentation, discussion and conclusion. The first is a panoramic about evaluation and the search for qualification of hospital attention in Brazil; presents the hospital accreditation process, especially those with which the reaserched Hospital voluntarily is committed to; and contextualizes the speech therapy in this universe. Method: the research is described and configured in two times: 1- search and presentation of the workflow and processes built by speech therapy, in partnership with the hospital interdisciplinary team, to take care of evaluated and rehabilitaded patients; 2- search and characterization of the demand attended by speech therapy in 2013 and 2014. The databases of the research were: Hospital Information System (Tasy); registers of speech therapy department; the perception and reading of the researcher (author) because of the experience at referred hospital. Results presentation: due to the essence of speech pathology therapy work at the hospital, we can mention evaluation and rehabilitation of dysphagy, with flow characterization, organization and construction of procedures or operational standard protocols (POPs), validated by Accreditation Agencies and by Hospital Management. Information related to demand are treated as descritive statistics. The workflow is presented in activities´ diagram and/or relationship of speech therapy and other professional sectors and categories at the Hospital. The final part, dedicated to results discussion and research conclusions, indicated potentialities and challenges to speech pathology therapy workflow and processes at the Hospital under external evaluation made by referred agencies / A tese analisa a organização de processos de trabalho fonoaudiológicos em Hospital Geral privado da cidade de São Paulo, considerando as avaliações externas às quais este se submete sistemática e periodicamente, a saber: Organização Nacional de Acreditação (ONA), Joint Commission e Canadian Council on Healt Services Acreditation (CCHSA). A pesquisa teve dois objetivos complementares: caracterizar a demanda atendida pela Fonoaudiologia durante os anos de 2013 e 2014; e apresentar os fluxos de trabalho e de interação da Fonoaudiologia na equipe multiprofissional de saúde do hospital para dar conta de tal demanda. Tais dimensões ainda não foram investigados pela Fonoaudiologia brasileira, o que confere um sentido inédito ao estudo. O texto está organizado em quatro partes: uma introdução conceitual; método; apresentação dos resultados; discussão e conclusões. A parte conceitual faz um panorama sobre a avaliação e a busca pela qualificação da atenção hospitalar no Brasil; apresenta os processos de acreditação hospitalar, em especial aqueles com os quais o Hospital da pesquisa voluntariamente se compromete; e contextualiza a Fonoaudiologia nesse universo. Método: a pesquisa tem natureza descritiva e se configura como um levantamento em dois tempos: 1- levantamento e apresentação dos fluxos e processos de trabalho construídos pela Fonoaudiologia, juntamente com a Equipe Multiprofissional do Hospital, para cuidar dos pacientes avaliados e reabilitados. 2- levantamento e caracterização da demanda atendida pela Fonoaudiologia nos anos de 2013 e 2014. As fontes de dados da pesquisa foram: o sistema de informação do Hospital (Tasy); os registros no departamento de Fonoaudiologia; a percepção e a leitura da pesquisadora (autora da tese) em função da experiência de trabalho no referido Hospital. Apresentação dos Resultados: dada a natureza do trabalho fonoaudiológico no Hospital, destaca-se a avaliação e reabilitação da disfagia, com caracterização dos fluxos, da organização e da construção dos procedimentos e protocolos operacionais padrão (POPs), que são validados pelas Agências Acreditadoras e pela Gestão Hospital. Os dados relativos à demanda atendida são tratados por meio de estatística descritiva. Os fluxos e processos de trabalho são apresentados em diagramas de atividades e/ou relações da Fonoaudiologia com os outros setores e categorias profissionais do Hospital. A parte final, destinado a discussão dos resultados e às conclusões da pesquisa, aponta potencialidades e desafios aos processos de trabalho fonoaudiológicos no Hospital sob a lógica da avaliação externa empreendida pelas referidas Agências Acreditadoras

This thesis investigates why accountancy graduates are not preferred by large accountancy firms. This investigation is underpinned by two key factors sought by large accountancy recruiters: the ability of trainees to pass professional examinations (paper 1) and the development of non-technical skills by prospective trainees at the recruitment stage (paper 2 and paper 3). Paper 1 investigates the factors influencing the performance of Big 4 trainees in the Institute of Chartered Accountants of Scotland’s (ICAS) Test of Professional Skill Examinations with the key finding being that there is no significant difference in performance between accounting and non-accounting graduates. Through a questionnaire to Big 4 trainees, paper 2 finds that non-accounting graduates perceive their development of intellectual skills at university significantly higher than accounting graduates although accounting graduates perceive their development of team working skills superior to non-accounting graduates. These findings are explored further through interviews with 11 Scottish academics who have oversight of accountancy degrees. The interviewees identify that they needed to prioritise which non-technical skills to develop due to limited space available after satisfying the normative pressure of accreditation. In the remaining unaccredited space, interviewees revealed a priority for interpersonal and communication skills which may detract from intellectual skill development. Paper 3 expands on the interviews from paper 2 to establish the existence of economic and education logic in Scottish undergraduate accountancy education and investigates how the balance of these impacts on course content decisions made by Scottish accountancy degree providers. Accreditation, a carrier of economic logic, is identified as the key driver of course content. In addition, Paper 3 identifies and explores a number of institutional conflicts between accreditation and carriers of education logic, along with coping strategies employed in relation to these conflicts.

Although a modest body of literature exists on accreditation, little research was conducted on the impact of accreditation on primary healthcare organizations in the Middle East. This study assessed the changes resulting from the integration of Accreditation Canada International's accreditation program in a primary healthcare organization in the State of Qatar. The study also investigated how accreditation helped introduce organizational changes through promoting organizational learning as well as quality improvement initiatives. Pomey's Dimension of Change framework and questionnaire was used to measure the effect of Accreditation Canada International standards on the perceived quality performance and the progress towards organizational learning. The study explored the quality improvement initiatives resulting from the introduction of Accreditation Canada International accreditation program at the institutional level. It also aimed to identify the organizational learning resulting from application of accreditation standards across the various levels in the organization. Applying a quantitative design, a structured questionnaire was used to collect data from 500 staff. The study used T-test, Spearman's correlation coefficient, ANOVA to analyze the collected survey data. The results of this study provided much-needed insights on the possible changes that organizations might go through concerning quality improvement and organizational learning. The results would potentially support a smooth accreditation preparation process and ultimately contribute to positive social changes at the level of the safety and wellbeing of the people accessing the health services in the community.

This qualitative modified participatory study underpinned by social critical theory explored the experiences of immigrant medical practitioners seeking registration in New Zealand. The occupational science notions of occupation, occupational deprivation and occupational apartheid were used to understand the experiences of the participants. The objective of the study was to understand the experiences of the participants and facilitate their self-empowerment through facilitated dialogue, affording them opportunities for collective action. Data was obtained through in-depth interviews and focus group discussions with eighteen immigrant medical practitioners who were doctors and dentists as well as two physiotherapists. The two physiotherapists were sampled out of necessity to explore diversity in findings. Transcripts were analysed using thematic analysis. This method included the processes of coding data into themes and then collapsing themes into major themes which were organised under categories. Four categories were created in the findings describing the experiences of immigrant practitioners and suggesting solutions. Firstly; findings revealed that immigrant medical practitioners had a potential worth being utilised in New Zealand. Secondly; it was found that these participants faced negative and disabling experiences in the process of being registered. Thirdly; the emotional consequences of the negative experiences were described in the study. Fourthly; there were collectively suggested solutions where the participants felt that their problems could be alleviated by support systems modelled in other Western English speaking countries that have hosted high numbers of immigrant medical practitioners from non-English speaking countries. This collective action was consistent with the emancipatory intent of participatory research informed by social critical theory. This study resulted in drawing conclusions about the implications of the participants’ experiences to well-being, occupational satisfaction as well as diverse workforce development initiatives. This study is also significant in policy making as it spelt out the specific problems faced by participants and made recommendations on what can be done to effectively utilise and benefit from the skills of immigrant medical practitioners. A multi-agency approach involving key stakeholders from the government departments, regulatory authorities, medical schools and immigrant practitioners themselves is suggested as a possible approach to solving the problems faced by these practitioners.

When A.C.T. secondary colleges opened in 1976 they constituted the first government senior secondary system in Australia to design their own curricula and assess their own students under the general direction of their own college boards and within broad system guidelines. An Accrediting Agency was set up to approve the courses of study devised by the colleges, determine assessment procedures, arrange certification of students' attainments and negotiate acceptance of students' qualifications with tertiary institutions and employers. All but one of Canberra's private schools teaching to senior secondary level also joined this accreditation system. This field study traces the genesis and development of the A.C.T. schools accreditation system, and looks in detail at its implementation at system and college level. After a brief introduction there is an outline of innovation principles relevant to the topic. To avoid repetition the literature review and the development of the accreditation system are treated together in Chapters 3 and A. Chapters 5 and 6 deal with the establishment and implementation of accreditation, with particular emphasis on the Accrediting Agency and Dickson College (used as an example of the system at college level). In 1979 a major review of the work of the Agency was undertaken by the Selby Smith Committee; Chapter 7 analyses the recommendations of that Committee. The final chapter of this study examines some of the major issues of accreditation, particularly its innovative aspects. Although this study analyses the accreditation system in some detail, it is intended to be descriptive rather than evaluative. Information was obtained mainly from primary sources: official reports, studies and papers written by participants, surveys conducted in the colleges, and original documents. Interviews were conducted but were used mainly as a check on written information.

Policies underpinning the processes used by nurse regulatory authorities to assess overseas - qualified nurses ( OQNs ) vary from country to country. Some countries ' policies are to undertake paper - based assessments of nurses ' initial and post registration education and experience, while others require all nurses to undertake a generic examination. How these policies were developed and why, were pivotal questions in this study. The aim of the study was, to critically analyse the policy development and policies relating to assessment of overseas - qualified nurses in thirteen nurse regulatory authorities from Australia and overseas. Using Critical Social Theory as the theoretical underpinning a critical policy analysis was undertaken. Data was obtained from policies and procedures, interviews, organisational websites, annual reports and Nurses Acts. The process of development of these policies and procedures was analysed using Bridgman and Davis ' policy cycle. The study revealed that only one organisation used a framework to develop policies on the assessment of OQNs. Policy analysis in most organisations was based on anecdotal evidence and experiential knowledge of Board staff. No organisation had conducted research on whether overseas - qualified nurses were competent to practice following a paper - based assessment or an examination. This study demonstrated that policies used to assess OQNs were not developed from an evidence - based perspective. This highlights the need to undertake internationally collaborative research on the evaluation of current policies, in order to develop future policies that determine the competence of a nurse to practice in another country. / Thesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.

<p>Internationalization is an important strategic issue for survival for most business schools of today. Following this, various international accreditation bodies have in recent years been very succes­s­ful in promoting accreditation as a means of gaining status and prove high quality. These business school accreditation schemes clearly state their targets against top quality international schools and programs. Internationalization of the business school opera­tions can thus be stated to be of vital impor­tance for schools aiming for one or more of these accreditations. The intention of this study is to turn the issue around and explore to which extent, and with what kind of impact, the accreditation processes in turn have on the area of interna­tiona­li­­­zation within the business school organization.</p><p> </p><p>The theoretical framework consists of three main areas: ’The Business School Environment’, ‘Strategy as Practice’ and ‘Institutional Theory’. The first part aims to reach an understanding for the environment and situation that business schools of today are facing. It also highlights major challenges for the future. In the second part, Strategy as Practice research theories are used to gain understanding for strategy behaviour and strategy creation within plu­ra­listic organi­zations, such as the higher education insti­tution. The third part deals with issues on Quality Frameworks with the aim to reach understanding for the im­pact such processes can have on the organization. Sensemaking Theory is further used to illustrate the rational behind decision making of busi­ness school leaders and the concluding part connects theories on quality frameworks to Identity Creation, linking together identity with culture and image.</p><p> </p><p>The research approach for this qualitative study is the abductive one and the empirical data is collected through a number of semi-structured interviews with business school repre­sen­tatives at various levels working in the area of international relations.</p><p> </p><p>Main findings are presented within the framework of a time structured (past, present, future) model connected to the study’s five objectives: The development of internationali­zation within the school; the view on internationalization among organizational members; the charac­teristics of decision making and implementation processes; the main impact factors of accreditation and the expectations of major future challenges.</p><p> </p><p>The results indicate that although accreditation has shown to have had a substantial impact on the success of business school operations in an international perspective, it is to a much lesser extent a concrete tool for change and improvement within the area of internatio­nali­zation as such. Accreditation has shown to be strongly connected to previous develop­ment and view on internationalization within the organizations. Also, a strong belief in, and commit­ment to, internationalization among influential organizational members has proved to be vital for the accreditation processes. Furthermore, a number of unique charac­teristics connected to the identities’ of the organiza­tions studied, showed to have notable impact on the success of the schools’ international opera­tions, so also the accreditation processes. This includes organiza­tional culture and tradition; working methods; dissemi­nation of information; strong social connections; knowledge, dedication and commitment by individuals and management’s ability to provide organizational members with trust, respect, autonomy and encouragement.</p>