Quality Assurance and Accreditation in Foreign Language Education

1. Front Matter

   Pages i-viii

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2. The Increasing Need for Quality Assurance and Accreditation in Foreign Language Education

   • Donald F. Staub

   Pages 1-5

3. Global Perspectives on Quality Assurance and Accreditation

   1. Front Matter

      Pages 7-7

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   2. Investigating the Growth of English-Medium Higher Education in Turkey and the Middle East Region

      • Yasemin Kırkgöz

      Pages 9-19

   3. Balancing National and International Accreditation Requirements to Achieve National Strategic Trends: A Case Study: University of Bahrain

      • Bassam Alhamad

      Pages 21-36

   4. The Case of the Commission on English Language Program Accreditation: US Specialized Accreditation as a Response to the Increasing Demand for Quality Assurance in Foreign Language Education

      • Mary Reeves

      Pages 37-54

   5. Accreditation: A Commodity or a Quest for Quality?

      • Ludka Kotarska

      Pages 55-71

4. National Perspectives on Quality Assurance and Accreditation

   1. Front Matter

      Pages 73-73

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   2. Quality in Higher Education in Turkey

      • Hacer Şivil

      Pages 75-92

   3. The Experience of Quality in Higher Education in the United Arab Emirates: In Times of Rapid Change and Complexities

      • Burcu Tezcan-Unal

      Pages 93-110

   4. Bridging the Quality Gap in English Language Education Between Post-secondary Education and Public Schools in Qatar

      • Khalid Elhassan, Ahmad Fawzi Kabaha

      Pages 111-130

   5. The Accreditation of English Language Teacher Education Programs in the Arab Region: The Case of Sultan Qaboos University

      • Khalaf Marhoun Al’Abri, Mahmoud Emam, Fawzia Al-Seyabi

      Pages 131-148

   6. Establishing a National English Language Accrediting Body in Turkey: The Case of DEDAK

      • Engin Ayvaz, Didem Mutçalıoğlu

      Pages 149-164

5. Best Practices for Quality Assurance and Accreditation in Foreign Language Education

   1. Front Matter

      Pages 165-165

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   2. CPD and Accreditation of EFL Programs: A Quasi-Symbiotic Relationship

      • Ian Collins, Bahar Gün

      Pages 167-178

   3. Learning Outcomes: Core Issues in Higher Education

      • Heinz-Ulrich Schmidt

      Pages 179-190

   4. Implementation of Curriculum and Assessment Accreditation Standards in an English Language Programme at a Saudi University

      • Abdullah Al-Bargi

      Pages 191-208

6. Back Matter

   Pages 209-215

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Greater student mobility, increasing demand for access to tertiary education, as well as policy changes have spurred rapid expansion of the global higher education sector. However, with increased demand comes considerable variation in the quality of the supply. As higher education is an expensive endeavor for all stakeholders – governments, funders, employers, and families – there are also increasing expectations for accountability and demonstrations of quality.  English as a foreign language (EFL) programs, in particular, are under considerable pressure to substantiate their value, resulting in a significant rise in interest around their quality. This volume is the outcome of a May 2018 international conference on quality and specialized accreditation, held in Turkey.  The book’s three sections take the reader from the global to the program level, examining trends and best practices in quality assurance and accreditation in EFL programs. The book’s geographic focus is primarily the Middle East and Turkey, yet the issues discussed herein a quite global in nature. This volume will be of interest to educational administrators at the institutional or program level, educational leadership programs focusing on higher education, language teacher preparation programs, and administrators in centralized education systems or accrediting organizations.

• Language policy
• Global growth of EMI and CLIL
• Quality assurance in foreign language education accreditation
• National versus international accreditation
• Specialized accreditation schemes
• Accreditation and quality
• Accreditation practices in Turkey
• Accreditation practices in Pakistan
• Accreditation practices in Bahrain
• Accreditation practices in Kazakhstan
• Accreditation practices in Kazakhstan
• Accreditation practices in Bulgaria and Romania
• Accreditation practices in Saudi Arabia
• Continuous professional development, quality, and accreditation
• Writing and assessing outcomes
• Standards writing for accreditation
• Program level accreditation
• Specialized accreditation
• Data-based decision making
• Self-assessment reports

• School of Foreign Languages, Izmir University of Economics, Izmir, Turkey

  Donald F. Staub

Donald F. Staub is an Assistant Professor and the Director of the School of Foreign Languages at Izmir University of Economics in Izmir, Turkey. He also served for four years as the coordinator of the Quality Assurance Unit within the School of Foreign Languages at Isik University (Istanbul), where he served as the chair for the SFL’s two accreditation applications. Donald has a doctorate in Educational Leadership from Eastern Michigan University (EMU), and an MA (TESOL) and BA (Literature) from Michigan State University. Dr. Staub is a trained reviewer for the Commission on English Language Program Accreditation (CEA) and the Foundation for International Business Administration Accreditation (FIBAA). His primary research interests lie in EFL quality assurance, student retention, and delivery of English medium instruction, with recent book chapters on quality assurance in EFL programs as well as quality assurance in ESP programs.

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