Obwatho, S. (2024). Antecedents and consequences of accreditation among business schools and programs in Eastern Africa. Hong Kong Review of Belt and Road Studies

Abstract

This study delved into exploring the antecedents and consequences of accreditation within business schools in Eastern Africa, with the objective of offering valuable insights into the current accreditation landscape, levels of awareness, barriers, and perceived advantages. Leveraging Legitimacy Theory as a theoretical foundation and drawing on empirical studies from diverse contexts, the research provides an in-depth understanding of the challenges and practices related to accreditation in the region. Through a mixed-methods research design that combined survey questionnaires and semi-structured interviews targeting a representative sample of business schools in the area, it was found that there is a low rate of full accreditation and a lack of established quality assurance measures. Notable barriers were found to include limited awareness of accreditation processes, resource constraints, administrative complexities, and governance lapses. The correlation analysis underscored the interplay of institutional and external factors affecting decisions on accreditation. Recommendations for practice and policy highlighted include the need for tailored educational programs, efficient resource allocation, simplified accreditation procedures, and incentives for accreditation. Moreover, the study emphasizes the significant role that international organizations such as UNESCO, the World Bank, the International Monetary Fund, the European Union, and the African Development Bank can play in addressing these challenges. The Belt and Road Initiative (BRI) is particularly highlighted as a crucial platform to enhance the strategic impact of education within the accreditation context. Future research avenues include examining individual institutional challenges, conducting comparative analyses across regions, investigating long-term effects, exploring stakeholder perspectives, and proposing innovative accreditation approaches.