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Accrediting Agencies at The Micro-Level

Accrediting Agencies at The Micro-Level

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Accrediting Agencies at The Micro-Level

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Accrediting Agencies at The Micro-Level

Chapter I. Introduction

Higher education’s quality is ensured in large part by accreditation. 

Academic programs are assessed and approved by accreditation bodies to ensure they offer students a quality education and create graduates who are marketable in various fields (Hauptman Komotar, 2020). 
Students, employers, and other interested parties can tell that program has been examined and found to be highly quality by looking at its accreditation. 
With the aid of certification, academic programs are encouraged to advance and adapt to the constantly changing demands of society and the labor market.
In this essay, I’ll concentrate on two organizations that examine and assess academic programs across various subject areas: the Accreditation Board for Engineering and Technology (ABET) and the Accrediting Council for Continued Education and Training (ACCET). 
We will obtain deeper understanding of these two organizations’ operations, policies, and procedures and how their approaches to accreditation differ by comparing and contrasting these two organizations at the micro-level. 
Higher education’s quality is ensured in large part by accreditation. 
Accrediting bodies assess academic programs to see if they adhere to the rules. 
These requirements guarantee that graduates are competent in their fields and that educational institutions give their students the training and tools they need to succeed (Hauptman Komotar, 2020). 
In this essay, we will concentrate on two organizations that review and analyze academic programs across various subject areas: ABET and ACCET. 
We will obtain deeper understanding of these two organizations’ operations, policies, and procedures and how their approaches to accreditation differ by comparing and contrasting these two organizations at the micro-level.

Chapter II Literature Review

Engineering, computer, and technology programs are evaluated for quality by the international accreditation body ABET (Hussain et al., 2021). 
The organization uses rigorous and thorough evaluation procedure that considers number of crucial aspects, including the program objectives, curriculum, faculty credentials, student performance, and facilities. 
ABET’s accreditation procedure aims to ensure that the program satisfies international standards of excellence and equips students with the skills they need to succeed in the workplace. 
Academic institutions, employers, and governments worldwide value its standards, giving students competitive edge in the labor market.

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On the other hand, ACCET is national accrediting organization that focuses on assessing programs for continuing education and training. 
The agency analyzes programs in various sectors, including business, health care, and technology, to decide if a program satisfies the established requirements. The agency considers program quality, instructional delivery, student results, and other variables. The accreditation procedure at ACCET is more concerned with the caliber of the programs and how they are taught, focusing on instructor credentials and student outcomes. The national recognition of ACCET’s accreditation is crucial for students seeking technical or vocational education. Overall, by assessing and certifying academic programs in their respective sectors, ABET and ACCET both play significant part in guaranteeing the quality of higher education.

Chapter III Analysis

Regarding the methods, standards, and intended programs for accreditation, there are considerable differences between ABET and ACCET. The ABET assessment process is thorough and exacting, emphasizing program outcomes and continuous development. Examining whether program adequately prepares its students for the workforce is crucial component of the agency’s mandate. 
Because they take into account the interests of numerous organizations, including enterprises, academic institutions, and professional associations, ABET’s standards are universal.
Yet ACCET has more rigorous accreditation process when it comes to the caliber of programs and the way that training is delivered. 
In addition to evaluating program’s applicability to the needs of students, employers, and the general public, the agency prioritizes effective training and instruction. 
As result of industry and student expectations, ACCET has more detailed and specific standards (Karas et al., 2020).  By putting an emphasis on the caliber of programs, the experience of teachers, and the achievement of their students, ACCET fosters innovation and advancement.
The types of initiatives that the two groups look to accomplish are another way that they differ from one another. 
nonprofit organization called the Accreditation Board for Engineering and Technology (ABET) accredits colleges and universities worldwide in the fields of engineering, computers, and technology. 
Conversely, ACCET is focused on continuing education and training, which is essential for students interested in technical and vocational employment.
Chapter IV Summary
To ensure that schools’ curricula are up to par and its graduates are qualified for employment in their chosen fields, accreditation authorities check and double-check them. 
Accredited academic programs show prospective students, companies, and other interested parties that they meet industry standards. 
As tool for ongoing improvement, accreditation encourages schools to make improvements on regular basis so that their curricula can adapt to changing needs.
The accreditation process helps prospective students make well-informed decisions about their educational pathways and is essential to maintaining high quality in higher education. 
Two distinct certifying organizations, ABET and ACCET, have various accreditation processes, standards, and intended objectives. 
The thorough and exacting assessment procedure used by ABET prioritizes program results and continuing improvement (Hussain et al., 2021). 
The organization assesses the curriculum based on how well it equips students for the job and how well it responds to societal and commercial demands. 
Contrarily, the assessment process used by ACCET emphasizes teacher credentials and student performance as measures of program quality and instructional delivery.
Although both groups are committed to defending students’ interests in higher education, they go about it differently and according to different criteria. 
While ACCET accreditation is acknowledged nationally and is crucial for students interested in pursuing vocational or technical education, certification by ABET is highly regarded by universities and corporations across the globe. 
Examining the agency’s requirements and list of focus areas can help students and schools determine whether the program fits their needs and goals before applying for accreditation. 
In conclusion, accreditation by either entity is sign of high quality, demonstrating that the program has met standards of excellence and that its alumni are qualified for positions in their chosen fields.


Hauptman Komotar, M. (2020). Discourses on quality and quality assurance in higher education from the perspective of global university rankings. Quality Assurance in Education, 28(1), 78-88. retrieved from: Discourses on quality and quality assurance in higher education from the perspective of global university rankings | Emerald Insight

Hussain, W., Spady, W. G., Khan, S. Z., Khawaja, B. A., Naqash, T., & Conner, L. (2021). Impact evaluations of engineering programs using abet student outcomes. IEEE Access, 9, 46166-46190. Retrieved from: IEEE Xplore Full-Text PDF:

Karas, M., Sheen, N. J., North, R. V., Ryan, B., & Bullock, A. (2020). Continuing professional development requirements for UK health professionals: a scoping review. BMJ open, 10(3), e032781. Continuing professional development requirements for UK health professionals: a scoping review | BMJ Open

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