NAVIGATING THE QUEST FOR EXCELLENCE IN HIGHER EDUCATION INSTITUTIONS THROUGH QUALITY ASSURANCE: A MULTIPLE CASE STUDY

Autori

  • Ariessa U. Codilla College of Arts and Sciences Education, University of Mindanao, Davao City, Philippines
  • Elleine Rose A. Oliva UM Professional Schools, University of Mindanao, Davao City, Philippines

DOI:

https://doi.org/10.46827/ejhrms.v10i3.2285

Ključne reči:

educational management, private higher education institutions, qualitative research, multiple case study, University of Mindanao, Philippines

Apstrakt

This study examined how higher education institutions (HEIs) navigated accreditation, addressed challenges and sustained quality assurance. A qualitative multiple-case study design was used involving six HEIs from the Davao region who were purposively selected. Key institutional representatives who were directly involved in the accreditation process were interviewed, and data gathered were analyzed using thematic and cross-case analysis. Findings revealed that institutions pursued accreditation to meet standards, improve quality, develop a quality assurance culture, and strengthen competitiveness and stakeholder responsiveness. Challenges in leadership, workload, documentation, resources, readiness and resistance were addressed through strategic leadership, collaboration, documentation systems, capacity building and continuous improvement. Insights showed that accreditation can be considered as an institutionalized process that integrates quality assurance into an organizational culture. The cross-case analysis revealed strong similarities across six cases, indicating that accreditation was commonly experienced as a shared, continuous, and systems-based process aimed at institutional development. The study recommends that higher education institutions institutionalize the accreditation process supported by strategic planning, effective leadership, collaborative governance, systematic documentation and continuous monitoring for institutional improvement and global competitiveness.

Biografije autora

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    Ariessa U. Codilla, MAEd-EM, LPT, is a full-time instructor at the College of Arts and Sciences Education, University of Mindanao, Davao City, Philippines. She is currently pursuing her Doctor of Education degree, major in Educational Management, at the Professional Schools of University of Mindanao. She earned her Master of Arts in Education, Major in Educational Management, from the University of Mindanao, and her Bachelor of Arts in Communication from Ateneo de Davao University. She also earned units in Secondary Education at St. John Paul II College of Davao. Her research interests are educational management, quality assurance in education, organizational communication, media literacy, and intercultural communication.

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    Elleine Rose A. Oliva, EdD, MAEd, LPT, is a full-time faculty member of the College of Teacher Education and an Associate Professor at the University of Mindanao, Davao City, Philippines. She also serves as Program Coordinator for the Master of Arts in Education programs in Educational Management, Technology and Livelihood Education, and Physical Education, as well as the Doctor of Education program of the University of Mindanao Professional Schools. Her research interests encompass educational management, educational leadership, curriculum and instruction, pedagogy, educational technology, Filipino language and language learning, teacher professional development, school effectiveness, communicative competence, and research skills development.

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Preuzimanja

Objavljeno

2026-08-05

Broj časopisa

God. 10 Br. 3 (2026)

Rubrika

Articles