Accreditation in distance teaching institutions in the european higher education area: A mixed method study

The main purpose of this study is to investigate the accreditation practices of open and distance teaching universities in the Bologna Countries and to frame the current situation; to analyze the effects of institutional environment on isomorphism and differences of the accreditation practices of open and distance teaching universities in Turkey and other Bologna Countries and identify the problems experienced during the accreditation process and to get suggestions from the authorities about their solution. In line with the determined purpose, 51 accredited open and distance teaching universities in the Bologna Countries were identified and the accreditation officers of these institutions were included in the study on a voluntary basis. In this study carrying out a embedded mixed method design, a questionnaire was designed considering the literature review, and the basic concepts and assumptions of the system approach in open and distance learning and new institutionalism which form the theoretical framework of this study. In order to determine the semi-structured interview questions, a matrix was created by choosing the basic principles of system approach and new institutionalism theory. In addition to the questionnaire and interview, document analysis was also carried out in order to find complete answers to research questions. In the light of the findings obtained as a result of the study, differences were observed between countries and institutions in the implementation of the accreditation criteria based on European Standards and Guidelines created in Bologna Process and it was revealed that these criteria did not create any isomorphism in the institutions. Another promising finding is that the institutions are affected by their economic, socio-cultural and mostly regulatory institutional environmental dimensions while in the process of making a decision about getting accredited. Getting accredited by the criteria specifically developed for face-to-face education is said to be one of the biggest problems faced by institutions in the accreditation process.