What Standards for Whom? Investigating a Preparatory Program's Accreditation Process

English preparatory programs (EPP) in Turkey are tasked with the responsibility of preparing students for English-medium instruction at universities within the course of an academic year. Considering the immense role of EPPs... [ view full abstract ]

English preparatory programs (EPP) in Turkey are tasked with the responsibility of preparing students for English-medium instruction at universities within the course of an academic year. Considering the immense role of EPPs in developing the English-language proficiency and academic study skills of students, it is important that EPPs meet certain universal educational quality standards. To do so, EPPs are increasingly opting for international accreditation. Simultaneously, EPPs possess their own institutional cultures, thus raising questions of how standards can be met while preserving the needs and expectations of specific institutional contexts. This presentation investigates the gap between universal standards and institutional expectations by offering a case study analysis of the accreditation process and ramifications at a state university in Turkey.

By evaluating the practical experiences and outcomes of a case-study university to inform future practices, this presentation explores the effects of an accreditation process with respect to organizational structure, assessment policy, and classroom practices. The findings suggest improvements related to organizational structure and assessment policy while questioning whether the accreditation process provided tangible benefits for teaching practices, the implications of which are evaluated regarding teacher autonomy and in-class practices.

The presentation offers conclusions for future research by raising questions about the long-term sustainability of the effects of accreditation, noting the difficulties of habit (re)formation. Here, the presentation notes dual motives for accreditation: the desire for prestige and the desire for improving education. Additionally, the presentation asks whether accreditation processes should regulate in-class teaching practices, inviting discussion on the purpose of accreditation.

This presentation explores the gap between universal standards and institutional expectations through a case study analysis of the accreditation process at a Turkish university. While the findings suggest improvements to... [ view full abstract ]

This presentation explores the gap between universal standards and institutional expectations through a case study analysis of the accreditation process at a Turkish university. While the findings suggest improvements to organizational structure and assessment policy, the effects on teaching practices were mixed, raising questions about educational standards and teacher autonomy.