In this study I will assess faculty perceptions of European higher education accreditations’ legitimacy and significance and the extent to which these perceptions influence the ways in which accreditations are actually implemented. My research will also assess the role that other factors such as identification with the school and faculty background have on faculty perceptions’ formation. The main strength of this study is its longitudinal design. I will assess faculty perceptions before and after these accreditations take place. This will allow me to better causally link faculty perceptions, attitudes, and behaviours in relation to the accreditations. The context of the study will be that of accreditations linked to the new European Higher Education Area (EHEA). Within such context, this research aims at: -Assessing quantitatively the mediating role of perceptions of legitimacy and significance in shaping faculty reactions to evaluations. -Testing longitudinally the effects of perceptions on attitudes, and attitudes on implementation behaviours. -Assessing the extent to which different evaluation contexts (more versus less threatening) affect the ways in which other variables such as identification or faculty background impact faculty perceptions of evaluations. Last but not least, my project will also involve an ethnographic study of these accreditations to better understand how faculty experience them in real time. With such ethnographic data I intend to build theory on how faculty make sense of European accreditations at their schools. The qualitative findings obtained with my ethnography will be extremely valuable to complement my quantitative findings on perceptions and attitudes.
Call for proposal
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Funding SchemeMC-IRG - International Re-integration Grants (IRG)