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... Council revisited
FROM PAGE 17
All of them do not provide equally high quality education. Looking at the vision and mission of these universities, one may conclude that they serve segmented markets and their standards correspond to respective market segmentation. One of the ways one can measure the quality of education is to determine how the graduates of these universities have been empowered while they studied at the universities. Obviously, all of these universities have not empowered their graduates equally well. The effectiveness of empowerment is demonstrated by the success of the graduates in demonstrating their achievements in respective professional fields. Professional fields include paid employment, (top business executives, bankers, research scientists, lawyers, physicians, architects, professors/scholars, bureaucrats, political leaders, etc. Additional examples might be self-employment( founders of top business houses, NGOs, women entrepreneurs, etc).If graduates of a particular group of universities tend to get much higher than average salary at the entry level jobs (also better ranks),or can establish themselves at their early life as professional leaders, one can conclude that these universities provide higher quality education. The situation may be observed for the next 10-15 years to find how these graduates demonstrate their leadership quality, i.e. how they climb up the ladder. If the number of high performing alumni of universities belonging to group "A" is much higher than those of universities belonging to group “B” then the "A" group universities are of higher quality.
Beside high visibility of alumni, a proper mix of high profile scholars, researchers, teachers, and students determines the quality and image of a university. In addition, good governance and best management practices institutionalize quality assurance process. Good governance is reflected by good working relationship between the university, UGC and the ministry of education. For best management practices, it is necessary for the university to be compliant to the Private University Act 2010. An amicable working relationship between the Trustee Board and the University management is necessary for quality assurance.
Market segmentation, quality and accreditation
Most private universities are market and tuition driven. They offer degrees that can be sold at prices the universities charge. Tuitions and other fees vary from university to university depending on the market segment universities target. The market segments are based on the perceived quality and price. One segment may, for example, be very expensive. Universities that target to serve such markets are perceived as imparting the "best quality" education in the country, while others may be less expensive, and are perceived as the "lower quality". These market segments correspond to wealthy, upper middle class, middle class, financially and locationally disadvantaged ( families living in remote rural areas having restricted access to universities) classes. The rich parents who want their children to study at the most expensive universities perceive that these institutions provide not only best quality education but also ensure high quality services, facilities and amenities. High price is often equated with high quality. One the other hand, relatively less rich parents opt for relatively less expensive universities. These universities charge lower tuition and other fees to attract students who are relatively poor or otherwise disadvantaged, perhaps compromising quality of education. This perceived quality based on market segmentation bears a special implication for accreditation. Accreditation for which universities need to spend lot of money carries the highest value for those universities that want
to be known as world class universities. Main mission of these universities is stated to produce graduates who are expected to outperform not only in the national competitive environment but also in international competitive environment. The ability and quality of such universities need to be validated by an adequately qualified, independent and neutral third party, viz. AC. Their reputation greatly depends on whether they are accredited by a globally reputable AC. The number of such universities that aspire to be world class is not small; in fact, it tends to increase. For them AC plays important roles.
Against this, there are middle and lower level universities. They do not hire globally renowned expensive scholars to teach and do research. They have more part time than full time teachers. Their mission is to produce graduates barely qualified for mid or lower end of employment markets. They are usually unable to meet the requirements of full-fledged accreditation. Similarly, Only teaching university may not seek accreditation of a high powered AC. For them mere membership of the government sponsored AC may be enough. This membership is a prerequisite of and not equal to accreditation. This membership demonstrates that the university imparts a minimum level of quality education which is lower than world class.
Accreditation Council (AC)
AC may be sponsored by the government or private initiatives. Article 38 (1) of the Private University Act 2010 requires establishment of an AC for private universities. It is not yet clear whether each university will have to be accredited by the said AC. However, it is assumed that each university has to be a member of AC. Such membership will authorize the university to operate legally. Perhaps membership will also indicate that university will impart a minimum but acceptable level of quality education which is not necessarily world class quality. Since accreditation is expensive, it would be prudent on the part of the university to undertake a cost-benefit exercise. It should seek accreditation only if benefits outweigh the costs. It is to be noted that, before starting its function of accreditation, the AC itself, must acquire its own recognition in the regional nd preferably global academic community; otherwise its accreditation will not carry much value. AC itself must be of very high stature. Almost all countries have accreditation councils. Many of them are globally recognised such as, CHEA (Council for Higher Education Accreditation, Washington DC), AACSBI (Association to Advance Collegiate School of Business International, St. Louis MO, USA), EQUIS (European Quality Improvement System, Brussels), SAQS (South Asian Quality Improvement System), Hyderabad, India, National Assessment and Accreditation Council of India, and many others. It is hoped that the accreditation council to be established by the government of Bangladesh will gain high enough recognition to add prestige and credibility to the university it would accredit. It is to be noted that accreditation function is both intellectually and physically demanding. Given so many academic dimensions, complex assessments and competing stakeholders involved, it is difficult to avoid subjectivity while decisions are taken during accreditation process. If the review team cannot complete the assessments in unbiased ways, the whole job of peer review may be questionable. Therefore AC has to be careful at each step.
The writer is a Professor Emeritus, BRAC University & Former Vice Chancellor, North
South University