Challenges in Implementing Academic Accreditation in Higher Education in Saudi Arabia

Abstract

The objective of this study was to assess the extent of difficulties encountered in the implementation of academic accreditation in higher education in Saudi Arabia. Moreover, it seeks to assess the significance of statistical discrepancies in the difficulties encountered when adopting academic accreditation for various genders and academic ranks. The researcher employed a descriptive research design and quantitative methodology, utilizing a questionnaire as the primary instrument for data collection, in order to accomplish the study's objectives. The study collected data from a group of 1895 academic members who are associated with KKU. The findings of this study suggest that the level of difficulty in implementing academic accreditation is influenced by various factors, including adherence to barriers associated with learning and teaching, barriers associated with the quality of scientific research, and barriers associated with the quality of institutional engagement with society. The findings suggest that there is no statistically significant disparity in the amount of difficulties encountered in the implementation of academic accreditation when taking into account the variables of gender and level of qualification.