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In this study, the ISO 17065:2012 Conformity Assessment—through comparisons between the required standards for organizations that provide certifications towards products, processes, and services, and the programs regarding the certification of organic agricultural practices in Turkey that are regulated by Turkish Regulations on Principles and Implementation of Organic Agriculture, some recommendations are developed for applications in similar countries, by investigating the similar or contradictory issues surrounding the conformity assessment activities with the regulations published in this field. To contribute to the management and improvement of the certification and accreditation processes of the conformity assessment bodies carrying out the certification activities of the agricultural certification programs within the scope of the ISO 17065:2012 standard, the degree of compliance has been identified by comparing the requirements of the Regulations on the Principles and Implementation of Organic Agriculture. The compatibility of these documents and the absence of conflict in these practices will provide a sense of confidence for all relevant parties, including consumers benefiting from the organic market. According to the conclusions of this evaluation, comparison results were interpreted, taking into account the degrees of compliance from the perspectives of the Ministry of Agriculture and Forestry of the Republic of Turkey that carries out the provisions of the Regulation on the Principles and Implementation of Organic Agriculture, the Turkish Accreditation Agency (TURKAK) that carries out accreditation activities according to the Regulation, and the certification bodies that are the implementers of the standards mentioned above and regulations, the problem areas were determined, and recommendations have been developed. The national problems in this context have been specified, and recommendations were developed based on observations and examinations of ISO 17065:2012 international standard.

Identity verification and proctoring of online students are one of the key challenges to online learning today. Especially for online certification and accreditation, the training organizations need to verify that the online students who completed the learning process and received the academic credits are those who registered for the courses. Furthermore, they need to ensure that these students complete all the activities of online training without cheating or inappropriate behaviours. The COVID-19 pandemic has accelerated (abruptly in certain cases) the migration and implementation of online education strategies and consequently the need for safe mechanisms to authenticate and proctor online students. Nowadays, there are several technologies with different grades of automation. In this paper, we deeply describe a specific solution based on the authentication of different biometric technologies and an automatic proctoring system (system workflow as well as AI algorithms), which incorporates features to solve the main concerns in the market: highly scalable, automatic, affordable, with few hardware and software requirements for the user, reliable and passive for the student. Finally, the technological performance test of the large scale system, the usability-privacy perception survey of the user and their results are discussed in this work.

In response to the call by the Australian Department of Foreign Affairs and Trade for submissions on the development of Australia’s Cyber and Critical Technology International Engagement Strategy, this paper reviews the most critical technologies; related risks and opportunities; best practices, policies and security frameworks in other countries; relevant government, industry, civil society and academia cooperation initiatives; and proposes how Australia may became a leader in the global Cyberspace. To realise this vision, Australia should play a major role among selected international organizations; support the continuous evolution of critical technologies; adopt a proper technology security assurance scheme; and enforce a certification and accreditation process – against a predetermined set of appropriate security standards and policies – for security authorisation in Australia. This could be achieved with the formulation and implementation of an Australia’s defence-in-depth strategy, augmented by a Zero-Trust model, which enhances security for untrusted domains, and within trusted domains, and meets the baseline requirements of cyber security for the Internet of Things.

The article substantiates the need to prepare future master’s students of primary education for the organization of the educational process in primary schools in rural areas. The tasks and content of the training course on this problem are revealed, which includes organizational and pedagogical conditions of functioning of a primary school in rural areas (types of primary schools in rural areas, scheduling, school work planning, organization of individual instruction, keeping school documentation, forms of methodical work with teachers, improvement of teachers’ pedagogical skills, their certification and accreditation, external and internal system of quality assurance of education, advanced pedagogical experience), peculiarities of organization and educational and methodical support of educational classes in rural primary school (variety of forms of educational classes, ways of individualization of educational process, work with children who have difficulty learning and work with gifted children), the organization of educational work with different age groups of students of such a school (peculiarities of the organization and planning of educational work). Various methods and forms of work during training sessions with master’s students in universities are singled out and characterized: creation of problem situations, use of tasks to reveal intellectual feelings (feelings of surprise, doubt, interest), methods of provocative statements (planned mistakes), use of role games, educational tasks, interactive forms of education (training, moderation), video method through the use of videos, video clips about the organization of group forms of education, differentiation of educational work in class, equipment of classrooms, recreational areas, sports grounds, work of students on educational sites, organization of institutions «primary school – kindergarten», «primary school – family», the organization of educational work with a small group of students of different ages. The method of using these tools during the organization of training sessions with master’s students of primary education is described.

Background In 2004, the American Association of Colleges of Nursing (AACN) called for all nursing schools to phase out master's-level preparation for advanced practice registered nurses (APRNs) and transition to doctor of nursing practice (DNP) preparation only by 2015. Today, five years after the AACN's deadline, nursing has not yet adopted a universal DNP standard for APRN practice entry. Purpose The purpose of this paper is to examine the factors influencing the ability of nursing schools to implement a universal DNP standard for APRNs. Methods Deans from top-ranked nursing schools explore the current state of the DNP degree in the US. The authors draw upon their collective experience as national leaders in academic nursing, long-time influencers on this debate, and heads of DNP programs themselves. This insight is combined with a synthesis of the literature and analysis of previously unpublished data from the AACN on trends in nursing doctoral education. Findings This paper highlights issues such as the long history of inconsistency (in messaging, curricula, etc.) surrounding the DNP, certification and accreditation challenges, cost barriers, and more. The authors apply COVID-19 as a case study to help place DNP graduates within a real-world context for health system stakeholders whose buy-in is essential for the success of this professional transition. Discussion This paper describes the DNP's standing in today's professional environment and advances the conversation on key barriers to its adoption. Insights are shared regarding critical next steps to ensure national acceptance of the DNP as nursing's terminal practice degree.

Introduction The estimated shortage of about 15 million health and social care professionals, including over 6 million nurses, together with the significant phenomenon of international migration of such professionals, emerged, during COVID-19, with even more evidence. During the pandemic the danger of a collapse of health systems in many areas due to a shortage of staff was manifest. In addition to this, low-income countries are witnessing a decrease in their health and social care workforce resulting in further inability to ensure essential levels of professional coverage to deal with populations' needs. Methods An integrative review analysis, in 4 languages (English, Italian, Spanish, French) of trend in terms of legislation and policy documents were conducted using health and social database and gray literature. 29 different document were include in this review. Results A number of initiatives have been developed in order to establish international and/or bilateral obligations among countries; however, this showed to be insufficient. There is therefore the need to set up a joint effort/actions among different stakeholders such as Government, Higher Education institution, International Labor health market actors, and NGOs in the field of migration, labor and training of health and social care professionals in order to better meet health and social care needs worldwide. Conclusions It is timely to develop specific actions aimed at setting up a passport for health and social care professionals which allows to guarantee prior certification and accreditation of skills by independent agencies; countries should work together to improve retention of health care professionals in their job. Moreover, every effort should be done to enhance younger generation interest in health and social carrier, as opportunity to really makes difference in other lives and to play an active role in the development of society. Key messages Without health and social care professionals, there is no health. Migration is a serious issues and opportunity.

The purpose. To develop principles of building of all-level national system of certification of organic farm-producers for provision of efficient operation of different-level systems of biological farming agriculture in Ukraine. Methods. Agro-ecological and biotechnological with the use of price approach, and also complex, system and logical methods of research. Results. The all-level national system of certification of organic farm-producers is developed. It provides the following levels: export (conformity to all demands of organic legislation of EU or/and to demands of countries or corporations-importers); biodynamic (additional use of accordingly certificated biotechnological alternatives on separate links of trophic circuit); integrated ecological production (conformity of production process to demands of restoring small circulation of matters, use of techniques of sanation and/or exception of background pollution). Each of the offered levels can have conforming sublevels: certification: separate sort of products; separate flow process; technologically coordinated flow processes, and full-scale biological farm-production. National system of certification and accreditation should determine and fix normative for 3 sorts of biological produce: certification: for normative demands of IFOAM and EU; for branch standards for home market; for individual conditions and standards of business and public structures. Now there is a social order for development and implementation of national system of certification of biological production which would match to necessities of society and level of development of state-of-the-art perspective agro-biotechniques. Conclusions. For the further becoming and development of national biological production it is expedient to create domestic all-level system of certification of organic farm-producers.

Asia is the world's largest aquaculture producer. The aquaculture industry faces a multitude of threats ranging from microbiological and chemical to parasitic. These threats could potentially affect aquatic animal health and food safety and alter the consumer's perception of aquacultural produce. The development of antimicrobial resistance is also of increasing concern. These actual or perceived food safety threats could result in reductions in the food supply that adversely affect the food security of a country or region. Harmonised regional regulatory requirements, increased consumer awareness and the adoption of good aquaculture practices are ways in which the aquaculture industry can mitigate these risks. Together with the increased use of smart technology in production and encouragement to adopt certification and accreditation schemes, these tools can help the aquaculture industry in Asia to become more resilient in the face of such challenges. In this paper, the authors present an insight into the hazards faced by the aquaculture industry, which could potentially adversely affect food supply and hence food security, in an Asian context. The authors make several recommendations to mitigate these risks and thus safeguard against disruptions to regional food security.

In celebration of the 100th birthday of Dr. Victor A. McKusick, we look back at the history of genetic counseling at Johns Hopkins Hospital and at some milestones for the profession. With the first students graduating from the Human Genetics program at Sarah Lawrence College in 1971, the genetic counseling profession is celebrating its 50th anniversary this year. The profession has seen growth in numbers and scope of practice, the evolution of a national society, the advent of certification and accreditation, the proliferation of graduate programs, the pursuit of state licensure, and collaboration with fellow genetics professionals. Many of the early jobs were at academic centers, such as Johns Hopkins Hospital, while today counselors are employed in a multitude of settings and engaged in a variety of roles.

The increased reliance on technology across the planet has made the world feel like a smaller place. We have witnessed that those areas with the most need for technical and vocational education and training (TVET) are those without the infrastructure to be able to deliver this. Online provision of TVET at this point can help to place expertise upon those who require this, or allow those with experience to use TVET as the foundation for achieving formal qualification to garner a measureable outcome. Online provision of TVET will also allow them to progress further within their chosen profession across the globe. Educational provision has been a mainstay of society since the sixteenth century, but very little has changed with regard to accreditation. The education community needs to adapt to bring certification in line with the global situation. Now is the time to see education and training embrace change, to match the global economy and developments in society. This would allow for continued learning without constraints or disruptions, and place the power of education back into the hands of the learner.

Food products suitable for Muslim consumers should behalalcertified, particularly when their origins or production processes are doubtful. However, there is a multiplicity ofhalalstandards. This situation may generate confusion, particularly for producers in Western countries who would like to certify their products in order to export them to Islamic countries. This study analyzed the reasons underlying the multiplicity of standards and reviewed the attempts of harmonization over time. Then, the case study of application to slaughterhouses was considered, by comparing four differenthalalstandards (namely GSO 993:2015, OIC/SMIIC 1:2019, HAS 23103:2012, and MS 1500:2019) representative of different geographic areas. Animal stunning was critically examined, comparing tradition with modernity. The study evidenced that the basic requirements related to slaughtering are common to all thehalalstandards considered, but several differences occur in more specific details. Only a close collaboration between the authorities of all the countries involved in issuinghalalcertifications will lead to a homogeneous regulatory framework with unified certification and accreditation procedures, increasingly required in a globalized market.

ГОЛОВАЦЬКА Юлія – кандидат педагогічних наук, викладач кафедри теорії і практики перекладу, Тернопільський національний педагогічний університет імені Володимира Гнатюка, вул. М. Кривоноса, 2, м. Тернопіль, 46027, УкраїнаE-mail address: yulyapashkovska@ukr.net ORCID: https://orcid.org/0000-0002-7740-9432 ResearcherID: https://publons.com/researcher/1927245/yuliia-holovatska/ЦЕПЕНЮК Тетяна – кандидат філологічних наук, доцент кафедри теорії і практики перекладу, Тернопільський національний педагогічний університет імені Володимира Гнатюка, вул. М. Кривоноса, 2, м. Тернопіль, 46027, Україна E-mail address: tsepeniuk@gmail.comORCID: https://orcid.org/0000-0002-8974-6436 ResearcherID: https://publons.com/researcher/1927033/tetiana-tsepeniuk/To cite this article: Holovatska, Yu., & Tsepeniuk, T. (2020). Dimensions of training of the prospective masters of translation in the universities of Canada: content and advanced ideas. Human Studies. Series of Pedagogy, 11/43, 22‒38. doi: https://doi.org/10.24919/2413-2039.11/43.220433Article history Received: July 28, 2020Received in revised form: September 9, 2020Accepted: November 23, 2020Available online: December 30, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). У статті подано аналіз системи професійної підготовки майбутніх перекладачів в університетах Канади за освітньо-кваліфікаційним рівнем “Магістр”. Досліджено, що для закладів вищої освіти Канади, які здійснюють підготовку майбутніх магістрів перекладу, характерними є два типи програм: галузеві та жанрові. Визначено, що за галузевою ознакою функціонують магістерські програми підготовки усних перекладачів, письмових перекладачів та термінологів. Жанрова спеціалізація передбачає вибір програми за сферою застосування: комерційний переклад, медичний переклад, економічний переклад, художній переклад, судовий переклад, юридичний переклад. Узагальнено основні принципи програм підготовки майбутніх магістрів перекладу (професійна спрямованість, гнучкість та варіативність, вільний вибір навчальних дисциплін, домінування практичної підготовки, відповідність вимогам професії та ринку праці). Проаналізовано методи, форми та засоби навчання майбутніх магістрів перекладу. Досліджено види та особливості організації практики. Вивчено систему моніторингу забезпечення якості надання освітніх послуг, а саме сертифікацію та акредитацію освітніх програм та визначено їх критерії. Здійснено порівняльний аналіз систем підготовки майбутніх магістрів перекладу в ЗВО Канади та України, на основі якого виокремлено їх відмінності та запропоновано прогресивні ідеї закордонного досвіду для впровадження у вітчизняному освітньому просторі. Результати дослідження узагальнено у вигляді системи, яка містить цільовий, змістовий, процесуальний та моніторинговий компоненти., HOLOVATSKA Yuliia – PhD (Education), Lecturer of Theory and Practice of Translation Department, Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Maksyma Kryvonosa Str., Ternopil, 46027, UkraineE-mail address: yulyapashkovska@ukr.net ORCID: https://orcid.org/0000-0002-7740-9432 ResearcherID: https://publons.com/researcher/1927245/yuliia-holovatska/TSEPENIUK Tetiana – PhD (Philology), Associate Professor of Theory and Practice of Translation Department, Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Maksyma Kryvonosa Str., Ternopil, 46027, UkraineE-mail address: tsepeniuk@gmail.comORCID: https://orcid.org/0000-0002-8974-6436 ResearcherID: https://publons.com/researcher/1927033/tetiana-tsepeniuk/To cite this article: Holovatska, Yu., & Tsepeniuk, T. (2020). Dimensions of training of the prospective masters of translation in the universities of Canada: content and advanced ideas. Human Studies. Series of Pedagogy, 11/43, 22‒38. doi: https://doi.org/10.24919/2413-2039.11/43.220433Article history Received: July 28, 2020Received in revised form: September 9, 2020Accepted: November 23, 2020Available online: December 30, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). The article presents an analysis of the system of professional training of future translators in Canadian universities at Master’s degree level. It has been studied that Canadian higher education institutions that train future Masters of Translation are characterized by two types of programs: sectoral and genre. It has been determined that sectoral programs comprise Master’s programs of training interpreters, translators and terminologists. Genre specialization involves the choice of program in the following fields: commercial translation, medical translation, economic translation, literary translation, court translation, legal translation. The basic principles of training programs for future masters of translation have been generalized (professional orientation, flexibility and variability, free choice of academic disciplines, dominance of practical training, compliance with the requirements of the profession and the labor market). Methods, forms and means of teaching of future Masters of Translation have been analyzed. The types and features of the organization of practice have been investigated. The system of monitoring the quality assurance of educational services, namely the certification and accreditation of educational programs and their criteria has been studied. A comparative analysis of the systems of training future Masters of Translation in the universities of Canada and Ukraine has been conducted. According to the analysis their differences have been highlighted and the progressive ideas of the foreign experience have been proposed to be implemented in Ukrainian higher education. The results of the study have been summarized in the form of a system that contains goal, content, procedural and monitoring components.Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.

The inclusion of farm maps of habitat features is becoming an urgent requirement for assessments of farm-scale sustainability and for compliance or benchmarking with national and international sustainability certification and accreditation schemes. Traditional methods of habitat assessment rely strongly on field-based surveys, which are logistically demanding and relatively costly. We describe and investigate a process that relies on information technology to develop a scalable method that can be applied across multiple farms to reduce the significant logistical challenges and financial costs of traditional habitat surveys. A key impediment to the routine development of farm habitat maps is the lack of information on the type of habitats that occur on a land parcel. Within a pilot project comprising 187 farms, we developed and implemented a process for creating farm habitat reports and investigate the accuracy of visual interpretation of satellite imagery by an ecologist aiming to identify habitat types. We generated customised farm reports that included a colour-coded farm habitat map and habitat information (type, area, relative wildlife importance). Visual assessment of satellite imagery achieved an overall accuracy of 96% in its ability to discriminate between land parcels with habitats categorised by this study as being of either high or low nature conservation value. Assessment of satellite imagery achieved an overall accuracy of 90% in its ability to discriminate among Fossitt level II habitat classes, and an overall accuracy of 81% when using individual habitat classes (Fossitt level III). There was, however, considerable variation in the accuracy associated with individual habitat classes. We conclude that this methodology based on satellite imagery is sufficiently accurate to be used for the incorporation of farmland habitats into farm-scale sustainability assurance, but should, at most, use Fossitt level II habitat classes. We discuss future challenges and opportunities for the development of farm habitat maps and plans for their use in sustainability certification schemes.

Point-of-care (POC) coagulation testing is becoming increasingly utilized to ensure optimal patient care recognizing the diverse phenotypes of trauma-induced coagulopathy (TIC). Strict regulatory frameworks govern the certification and accreditation of laboratories using POC devices for the testing of human blood samples, and penalties are imposed for those not meeting compliance standards. The typically shorter turnaround time compared with standard coagulation tests allows rapid interventions which are particularly important in fast-paced clinical scenarios such as trauma care. While many see viscoelastic tests as a useful addition to standard coagulation tests, others have concluded that viscoelastic testing could replace conventional coagulation tests in hospitalized trauma patients altogether. Opportunities to bring viscoelastic testing into a prehospital setting are also being explored by research teams, with success reported using next-generation devices in ambulances and helicopter settings. Further research is ongoing to explore the full utility of viscoelastic devices in both the hospital and prehospital setting.

In view of the difficulty in determining reasonably evaluation indicator system in the information security certification and accreditation work, an information security evaluation framework supporting the adaptation of measurement models is proposed. And the mapping-based information security evaluation indicator construction rule and a measurement model library are established. The optimal measurement model is adapted according to head-to-tail consistency and standard deviation index. Then, the evaluation model relies on the information security index feedback algorithm based on probability iteration to adjust the evaluation indicator system for more reasonableness. This paper provides a model reference for information security certification.

Examined are the three core themes: the role of education in cybersecurity, the role of technology in cybersecurity, and the role of policy in cybersecurity. These topics are essential for organizations seeking to establish environments that allow them to be successful irregardless of location while examining external and internal conditions. This study examined the research gaps within cybersecurity as it relates to core themes in an effort to develop stronger policies, education programs, and hardened technologies for cybersecurity use. This work illustrates how cybersecurity can be broken into these three core areas and used together to address issues such as developing training environments for teaching real cybersecurity events. It will further show the correlations between technologies and policies for system Certification and Accreditation. Finally, it will offer insights on how cybersecurity can be used to maintain wirelessly security for international and national security for global organizations.

In this article, we analyze the specific tools used to organize global food governance: standards, certification and accreditation, to develop and enhance the discussion regarding Tripartite Standards Regimes (TSR). The dynamics and implications of TSRs are discussed through an in-depth process study of the organization of a Swedish eco-label and the two TSRs of which this labeling organization has been a part of between 1985 and 2016. Using the theoretical concept hyper-organization, the article shows the development of four and five-fold organizational layers of control. Two implications of the hyper-organized TSRs are highlighted: (1) Public authorities play a much greater part in global food governance than previous research has acknowledged. The role of the state, in turn, has implications for how legitimacy and responsibility are sought. (2) In the complex organization of standards, certification and accreditation, responsibility is diffused and very hard to locate. Surprisingly, as the role of public authorities in TSRs becomes clearer and more articulate, the system grows more complex, making responsibility even harder to locate.

With the rapid development of economic construction, National Quality Infrastructure (NQI) has received increasing attention from countries and international organizations. NQI is a comprehensive system and capacity building, which plays a key role in promoting healthy and sustainable economic and social development. However, the photovoltaic industry has not yet established an NQI system and lacks an overall quality supervision mechanism. This will hinder the comprehensive development of the photovoltaic industry in terms of standards, metrology, conformity assessment, etc. In this paper, first, the concept and overall framework NQI is sorted out; the three most important elements of NQI are pointed out. Then, on the basis of fully explaining the NQI, an NQI system for the photovoltaic industry is established for the first time, and the construction of the NQI elements of the photovoltaic industry internationally is sorted out in detail. Finally, the possible solutions to the problems existing in the overall construction of the NQI system are proposed. Points for improvement are listed for each element of the NQI system for the photovoltaic industry.

Accreditation, a public measure of program quality, is essential in today's competitive higher education environment. State board of nursing prelicensure program approval and a program's reputation are affected by the accreditation decision of a nursing program-accrediting agency. Writing the accreditation self-study and hosting the program site visit are often stressful experiences for the nursing program administrators, faculty, and students involved in these processes. The Neuman Systems Model can be used to objectively develop protective buffers for the stressors associated with programmatic accreditation. Three example scenarios that were developed to describe interventions, based on the Neuman Systems Model, to buffer and reduce the stress of the accrediting agency's processes are presented. The scenarios do not represent any specific nursing program but were created based on the experiences and questions of faculty members and academic administrators.

The article considers the information and analytical system for professional public accreditation of agricultural programs in Russia developed within the project "Development of Public Accreditation of Agricultural Programs in Russia, PACAgro" funded under the European Union Program TEMPUS. The procedure of professional public accreditation includes several stages: preparation by the educational organization of a self-evaluation report on the study programs declared for professional public accreditation, submitting an application for accreditation by the educational institution, the preparation for review, the procedure of external review at the educational organization, procedure of accreditation decision-making by the Accreditation Board and data input into the Register of accredited study programs, publication of the Register. The information and analytical system provides among other things an automated performance of each stage.

Using longitudinal data from North Carolina that contains detailed identifiers, we estimate the effect of having a National Board for Professional Teaching Standards (NBPTS) teacher on academic achievement. We identify the effects of an NBPTS teacher exploiting multiple sources of variation including traditional‐lagged achievement models, twin‐ and sibling‐fixed effects, and aggregate grade‐level variation. Our preferred estimates show that students taught by National Board certified teachers have higher math and reading scores by 0.04 and 0.01 of a standard deviation. We find that an NBPTS math teacher increases the present value of students' lifetime income by $48,000. (JEL I20, I21, J2444)

Purpose The paper concerns the three main accreditation standards for business schools: EQUIS, AACSB and AMBA. The purpose of this paper is to analyse these standards for accreditation from a quality management standpoint. Design/methodology/approach The study is a conceptual review and analysis of the three standards mentioned above from the perspective of quality management. The constant comparative method from the grounded theory approach has been used to generate categories from the two major quality award models, which are then compared with the criteria of the accreditation models. Findings The findings show the conceptual quality implications of the three main accreditations. The accreditation models are in line with the tenets of quality management but have a greater focus on production and to a somewhat lesser extent on the people. Research limitations/implications One limitation is that the study is only conceptual. Furthermore, the study is limited to the models of quality management and accreditation that have been analysed. Although these are the most common, there are others that could have been included. The research implication mainly lies in an increased conceptual understanding for the quality implications of business school accreditation. Practical implications The results of the study will be useful for managers of business schools undergoing or contemplating entering into an accreditation process. Originality/value The number of business schools undergoing accreditation is increasing rapidly. Thus, increased knowledge of the conceptual implications of such processes should be valuable.

The accreditation of GIS programs was first proposed more than 25 years ago as a means of encouraging consistency in instructional content and learning outcomes across many new GIS programs being d...

Purpose The purpose of this paper is to investigate the development of Viet Nam’s approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges. Design/methodology/approach This is a desktop analysis study. The paper analyses the policies and practices related to the development of Viet Nam’s higher education accreditation system by reviewing associated literature. Findings The research has found out that there are several achievements, including: the development of the accreditation framework; establishment of accrediting agencies; completion of almost universities’ self-assessment reports; implementation of external assessment exercise at some institutions, a few of which were awarded accreditation certificates. However, there remain a number of challenges related to the independence of the accrediting agencies, human resources, accreditation standards and criteria, institutions’ awareness about accreditation and the pace of accreditation implementation. Research limitations/implications The primary limitation of this study is the research methodology which merely relies on document analysis. It would be more credible if the findings could be triangulated with data taken from other sources such as interviews with key stakeholders. Originality/value On the basis of the analysis of achievements and challenges at both macro and micro levels, discussion and recommendations are made for future policy-making and management in the field of higher education accreditation.

Purpose This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach. Design/methodology/approach The paper describes two Canadian graduate programs that are subject to both external professional accreditation and institutional cyclical reviews, as they underwent an aligned review. The process was developed as a collaborative effort between the academic units, the professional associations and the university’s graduate-level quality assurance office. For each program, a single self-study was developed, a single review panel was constituted, and a single site visit was conducted. The merits and challenges posed by the alignment process are discussed. Findings Initial feedback from the academic units suggests that the alignment of accreditation and program reviews is perceived as reducing the burden on programs with regard to the time and effort invested by faculty, staff and other stakeholders, as well as in terms of financial expenses. Based on this feedback, along with input from reviewers and program evaluation committee members, 14 recommendations emerged for ways in which an aligned review process can be set up for success. Practical implications The results suggest that aligned reviews are not only resource-efficient but also allow reviewers to provide more holistic feedback that faculty may be more willing to engage with for program enhancement. Originality/value The present study contributes to the existing body of knowledge about conducting aligned reviews in response to external accreditation requirements or institutional needs. It summarizes the potential benefits and limitations and offers recommendations for potential best practices for carrying out aligned reviews for policymakers and practitioners.

General Directorate for Accreditation of Kosovo (DAK) is the only National Accreditation Body in the Republic of Kosovo, based on Law No. 05 / L-117 approved in the Kosovo Assembly on 20.12.2016 and published in the Official Newspaper of the Republic of Kosovo, No. 2/12 January 2017, in accordance with international standards, assesses technical competences of the Conformity Assessment Bodies (CAB)s that deals with activities such as: testing, calibration, certification and inspection both in public and private sector. Till now application for accreditation process and all other procedures for accreditation of CABs are carried out manually, and all the documents of the application and the receipt of the certificate of accreditation are conducted in the offices of DAK manually not using an appropriate Management Information System, DAK-MIS System. Through DAK Management Information System (DAK-MIS), customers will get and proceed all needed documents online, starting from: Application for accreditation, Application review, Cost estimates and Accreditation contract, Appointment of Lead Assessor, Preliminary visit, Appointment of assessment team, Document and records review, Assessment, Reporting, Follow up assessment, Decision, Accreditation surveillance, Renewal of accreditation, Extending accreditation, Extraordinary visits, Suspending, withdrawing or reducing the accreditation through this database and getting finally the official document of accreditation. The only condition for the customers is to have internet access, following the accreditation procedure online on the new system. DAK-MIS System will facilitate the work of DAK and CABs informing through this paper the CAB's and other Interested Parties about DAK- MIS database.

The National Academy of Sciences Report of 2009 cited certification and accreditation as positive goals for forensic specialty practitioners and certification boards respectively. Certification bodies, more broadly known as conformity assessment bodies (CABs), that assess conformity to standards for forensic practitioners have existed for decades. However, accreditation bodies that assess CAB competence, other than for specialties in the medical profession, have only recently been available for forensic specialty CABs and exist in the singular form of the Forensic Specialties Accreditation Board (FSAB). This article is intended to inform journal readership of the background, scope, and purpose of the FSAB, its current role in accrediting CABs, and its plans for participating in the continuing improvement of the forensic science practices in the United States and abroad.

The Accreditation Council for Graduate Medical Education (ACGME) self-study is a new process for ACGME accredited radiology programs. This article serves to provide the reader with the evolution of ACGME accreditation leading to the conception of the self-study process, detail the self-study method, and offer practical advice to programs embarking upon their inaugural self-study.

Interventional pulmonology (IP) is a rapidly evolving subspecialty of pulmonary medicine. In the last 10 years, formal IP fellowships have increased substantially in number from five to now > 30. The vast majority of IP fellowship trainees are selected through the National Resident Matching Program, and validated in-service and certification examinations for IP exist. Practice standards and training guidelines for IP fellowship programs have been published; however, considerable variability in the environment, curriculum, and experience offered by the various fellowship programs remains, and there is currently no formal accreditation process in place to standardize IP fellowship training. Recognizing the need for more uniform training across the various fellowship programs, a multisociety accreditation committee was formed with the intent to establish common accreditation standards for all IP fellowship programs in the United States. This article provides a summary of those standards and can serve as an accreditation template for training programs and their offices of graduate medical education as they move through the accreditation process.

The trend of globalization and international integration poses many challenges for tertiary education in Vietnam. Quality education is a matter of social concern and the most competitive in the training occurs with increasing drastic levels. On that basis, a number of Universities are trying to improve the quality of education and training in Vietnam. Currently, many Universities in Vietnam select the method of Quality Management according to QMS ISO 9001: 2008, a registration accreditation under the accreditation standards of Education & Training. Therefore, the quality management according to QMS ISO 9001: 2008 registration and accreditation has nothing alike and different. Regulatory role of Universities leadership and involvement of all leaders, teachers, and staff in quality assurance within the University are shown how to meet the needs of customers increasingly better than.

Purpose Understanding and navigating the differences in standards, and the roots and rationales underlying accreditation reviews, is necessary for all institutions that seek multiple accreditations. The purpose of this paper is to demonstrate a method to assist institutional-level leaders and assessment practitioners analyze and align these differences in various national or international agency requirements, to develop a framework for assessment and data collection. The proposed method is demonstrated by using multiple accreditors’ standards from the USA. Design/methodology/approach Guided by a set of process questions, a review and content analysis of national standards and 12 accreditation agency requirements from the USA was conducted using Web-based, documentary sources. An operational definition of institutional quality was derived based on the core themes that emerged. Examples of evidence matched to each core theme were outlined to suggest an assessment framework. The 12 US agency requirements were compared and contrasted with the core themes and validated. Findings In the USA, recognition requirements set by two national bodies, the US Department of Education and Council of Higher Education Accreditation, drive the standards applied by various agencies that accredit institutions and programs. Six themes emerged from their requirements, serving as a core framework for designing institutional assessment systems. The themes are student achievement and continuous improvement; curriculum quality; faculty; facilities, equipment and supplies; fiscal and administrative capacity; and student support services, admissions and information-gathering systems. While the 12 sampled accreditation agencies generally used these core themes, divergences were found in how they treated the themes in published requirements. Practical implications Where multiple US or other accreditations are sought, the approach recommended could facilitate the work of institutional accreditation leaders and practitioners in establishing assessment systems that reduce redundancy while also maximizing efficiency in assessment and data collection. Originality/value There is little guidance in the literature on how institutional leaders and practitioners confronting the challenges of accreditation can negotiate multiple, and sometimes conflicting, sets of requirements. This paper demonstrates a possible solution strategy. Outside the general utility of the demonstrated method, the findings and core assessment framework produced could be useful for institutions seeking accreditation through the agencies in the study sample, in both the USA and overseas.

Purpose This paper aims to apply the system evaluation theory (SET) to analyze the institutional quality standards of Oman Academic Accreditation Authority using the results chain and value chain tools. Design/methodology/approach In systems thinking, the institutional standards are connected as input, process, output and feedback and leads to the achievement of the final result. This allows the analysis of the value-creating chain of activities and the chain of results. Quality assurance can be achieved by higher education institutions when these standards and criteria are viewed as a chain of achievable results and value creating activities. Findings The output of the analysis is a results chain and value chain map of institutional quality standards that will be useful in strategic management and quality standards compliance. Research limitations/implications The research used secondary data and focused on the higher education experience in the Sultanate of Oman. Practical implications A proposed framework for preparing for accreditation is presented; this is significant for higher education institutions undergoing or about to undergo institutional accreditation for the first time. Social implications Higher education institutions in Oman which are preparing for their first institutional accreditation should benefit from this article. Originality/value The Sultanate of Oman is implementing the institutional standards approved for all higher education institutions only in March 2016. This is the first research article written from the perspective of the first higher education institution in Oman to undergo institutional accreditation.

In an increasingly globalized environment, engineering graduates must be able to work in diverse teams which may span nations. This means that engineering qualifications must embrace transnational perspectives and different local contexts within which engineering is practiced. One way to assure quality at the transnational level is to develop “dual accreditation”: degrees offered offshore are accredited by both the offering education provider's accrediting body and the professional body of the country in which the offering is being delivered. In light of this change to the engineering industry, The International Engineering Alliance has modified the Washington Accord, which controls the accreditation of all engineering degrees offered within signatory nations. Pre-2014 any engineering program delivered offshore needed accreditation from the offering education provider's professional body, however, by 2014, the Washington accord was altered to require dual accreditation: in other words, accreditation must be a collaborative endeavor between the accrediting body from the country offering the program and the local accrediting body of the nation where the program is being offered. This change in the agreement has some significant implications for the future accreditation of offshore engineering programs and this paper will examine some of these emerging issues.

The Centers for Medicare and Medicaid Services (CMS) does not require the office-based endovascular center to be certified to receive reimbursement for endovascular procedures performed in the office. However, certain states may mandate that the center be accredited by one of the national accreditation bodies to be able to operate in the state. Some insurance companies may also want the center to be accredited as a condition of reimbursement. There are multiple organizations the center can choose from. The current accrediting bodies do not address the issue of appropriateness of care being provided at the center in a meaningful way. There is a new certification process being developed by the Society of Vascular Surgery and American College of Surgeons in collaboration with other national societies that may have a greater focus on indications and outcomes.