A multimodal analysis of institutional self-assessment in higher education accreditation processes
DOI:
https://doi.org/10.37870/nphb9913Keywords:
auto-évaluation institutionnelle, Accréditation, assurance qualité , enseignement supérieur, amélioration organisationnelleAbstract
Accreditation in higher education plays a crucial role in strengthening accountability, ensuring quality, and aligning institutional practices with international standards. At the heart of this process lies institutional self-assessment, a mechanism designed to promote internal learning and guide external evaluation. However, doubts persist regarding the authenticity and reliability of self-assessment reports, which often reflect strategically constructed narratives rather than institutional realities. This article critically examines the credibility of institutional self-assessment, identifying key success factors such as stakeholder engagement and shared leadership, as well as obstacles such as bias, resource constraints, and compliance pressures. Drawing on various international case studies, the article presents the Reflective Self-Assessment Framework (RSAF), a model that emphasizes transparency, contextual adaptation, and organizational learning. By comparing the CAER (Centre for Academic Evaluation) with existing models such as ESG (Environmental, Social, and Governance) and PDCA (Plan-Do-Check-Act), this article offers theoretical and practical perspectives for strengthening the legitimacy of self-evaluation. The findings contribute to international debates on quality assurance, higher education governance, and the evolving purpose of accreditation.
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