A Qualitative Analysis of Pearson-Assured Accreditation Processes in Schools of Foreign Languages in Türkiye

Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg

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28

Second Language Learning; Second Language Instruction; Language Teachers; Faculty Workload; Accreditation (Institutions); College Faculty; Teacher Attitudes; Administrator Attitudes; Time Management; Program Evaluation; Educational Quality; Foreign Countries; Program Administration; College Second Language Programs

1308-1659

The purpose of this study is to find out the views of a group of instructors and the administrators of the School of Foreign Languages (SFLs) on the Pearson Assured (PA) accreditation process in terms of the quality management of their institutions. To achieve this purpose, we employed document review and semi-structured interviews. To analyze the data; therefore, we used both document analysis and content analysis. The document analysis showed that the PA accreditation provides basic quality measurements with examples so that institutions can present their quality performances with evidence in order to ensure that the requirements in several headings are met. The qualitative content analysis of the verbal data captured in interviews revealed a change in the participants' views in time. Despite the partially negative opinions on the process held before and during accreditation, the high workload and immense amount of time required to provide necessary evidence, the participants generally had favorable opinions of PA accreditation and stated their wishes for it to continue, believing that accreditation process contributes to the quality management of their institutions as a whole.

As Provided

2024

EJ1425069