The competition for scare resources in higher education has increased the pressure on administrators and educators to evaluate educational programs, and to demonstrate quality outcomes. Accreditation has been suggested as a useful tool for looking at accountability, but little research has been conducted to explore this issue, particularly in program accreditation. Little evidence exists to support the assumption that program accreditation adds value to the educational environment. This study explored the perceptions of program directors and administrators regarding the impact of accreditation on the quality of Canadian dental hygiene diploma programs. A 63% response rate was received from the 54 individuals surveyed, representing an 85% institutional response rate from the 27 accredited programs. Of these respondents, 21 individuals also participated in a semi-structured interview. Descriptive and inferential statistics including t-tests and ANOVAs were calculated for the usefulness of accreditation, the importance of accreditation requirements, and the value of accreditation phases. Accreditation as a stimulus for improvement was rated as extremely useful by 41% and very useful by 41%. As a tool for self-evaluation it was rated as extremely useful by 24% and very useful by 56%. While all the standards were rated as important, the following received the highest ratings: Clinical Outcomes Review Evaluation {extremely important 38%, and very important 35%), curriculum {extremely important 44% and very important 44%), preparation for clinical practice {extremely important 40% and very important 47%), and faculty and faculty development (extremely important 38% and very important 50%). While the site-visit and the report were valued, the self-study phase received the highest ratings in promoting program quality (great value 41% and much value 41%). The accreditation process appears to be the most important factor in understanding the relationship between accreditation and program quality. The process provides the catalyst for transforming accreditation standards into quality elements within programs. While accreditation influences program quality, educational institutions mainly seek accreditation to facilitate licensure and portability of graduates. If the link between licensure and accreditation decreases, the support of the educational institutions may wane.

The competition for scare resources in higher education has increased the pressure on administrators and educators to evaluate educational programs, and to demonstrate quality outcomes. Accreditation has been suggested as a useful tool for looking at accountability, but little research has been conducted to explore this issue, particularly in program accreditation. Little evidence exists to support the assumption that program accreditation adds value to the educational environment. This study explored the perceptions of program directors and administrators regarding the impact of accreditation on the quality of Canadian dental hygiene diploma programs. A 63% response rate was received from the 54 individuals surveyed, representing an 85% institutional response rate from the 27 accredited programs. Of these respondents, 21 individuals also participated in a semi-structured interview. Descriptive and inferential statistics including t-tests and ANOVAs were calculated for the usefulness of accreditation, the importance of accreditation requirements, and the value of accreditation phases. Accreditation as a stimulus for improvement was rated as extremely useful by 41% and very useful by 41%. As a tool for self-evaluation it was rated as extremely useful by 24% and very useful by 56%. While all the standards were rated as important, the following received the highest ratings: Clinical Outcomes Review Evaluation {extremely important 38%, and very important 35%), curriculum {extremely important 44% and very important 44%), preparation for clinical practice {extremely important 40% and very important 47%), and faculty and faculty development (extremely important 38% and very important 50%). While the site-visit and the report were valued, the self-study phase received the highest ratings in promoting program quality (great value 41% and much value 41%). The accreditation process appears to be the most important factor in understanding the relationship between accreditation and program quality. The process provides the catalyst for transforming accreditation standards into quality elements within programs. While accreditation influences program quality, educational institutions mainly seek accreditation to facilitate licensure and portability of graduates. If the link between licensure and accreditation decreases, the support of the educational institutions may wane. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate