Enhancing Institutional Quality: An Assessment of Accreditation Readiness and Stakeholder Experiences

Abstract

Accreditation serves as a critical mechanism for ensuring quality assurance, institutional credibility, and continuous improvement in higher education. This study examined accreditation readiness, stakeholder satisfaction, and the challenges experienced by a higher education institution in the Philippines using a convergent parallel mixed-methods design. Quantitative data were collected from 525 administrators, faculty, staff, and students through a validated questionnaire, while qualitative insights were derived from open-ended responses and analyzed thematically. Findings indicated a high level of accreditation readiness (M = 4.23) and stakeholder satisfaction (M = 4.30), with administrators reporting the most favorable perceptions. Challenges were rated moderately high (M = 3.64), particularly concerning administrative support, resource limitations, and time constraints. ANOVA results showed no significant differences in perceptions among stakeholder groups, suggesting shared institutional experiences. A strong positive correlation was found between readiness and satisfaction (r = .894), while readiness and challenges showed a negligible correlation (r = .133). Thematic analysis revealed four key themes: institutional proactivity, operational barriers, integrated support systems, and empowered teamwork. These highlight the need for early preparation, collaborative engagement, consistent documentation, and psychological readiness among stakeholders. This study addresses a research gap by offering a stakeholder-centered perspective on accreditation in the Philippine context. It underscores the need for strategic improvements in documentation, communication, digital infrastructure, and capacity-building initiatives. An action plan is proposed to guide institutions in strengthening their accreditation efforts through inclusive, coordinated, and sustainable practices.