Une analyse multimodale de l’auto-évaluation institutionnelle dans les processus d’accréditation de l’enseignement supérieur
DOI :
https://doi.org/10.37870/nphb9913Mots-clés :
auto-évaluation institutionnelle, Accréditation, assurance qualité , enseignement supérieur, amélioration organisationnelleRésumé
L’accréditation dans l’enseignement supérieur joue un rôle essentiel pour renforcer la responsabilité, garantir la qualité et aligner les pratiques institutionnelles sur les normes internationales. Au cœur de ce processus se trouve l’auto-évaluation institutionnelle, un mécanisme conçu pour promouvoir l’apprentissage interne et orienter l’évaluation externe. Cependant, des doutes persistent quant à l’authenticité et à la fiabilité des rapports d’auto-évaluation, qui reflètent souvent des récits construits stratégiquement plutôt que les réalités institutionnelles. Cet article examine de manière critique la crédibilité de l’auto-évaluation institutionnelle, en identifiant des facteurs clés de réussite tels que l’implication des parties prenantes et le leadership partagé, ainsi que des obstacles comme les biais, les contraintes de ressources et les pressions liées à la conformité. S’appuyant sur diverses études de cas internationales, l’article présente le Cadre d’auto-évaluation réflexive (CAER), un modèle qui met l’accent sur la transparence, l’adaptation au contexte et l’apprentissage organisationnel. En comparant le CAER à des modèles existants comme l’ESG et le PDCA, l’article offre des perspectives théoriques et pratiques pour renforcer la légitimité de l’auto-évaluation. Les résultats contribuent aux débats internationaux sur l’assurance qualité, la gouvernance de l’enseignement supérieur et l’évolution de la finalité de l’accréditation.
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