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|a Quality Assurance and Accreditation in Foreign Language Education
|h [electronic resource] :
|b Global Issues, Models, and Best Practices from the Middle East and Turkey /
|c edited by Donald F. Staub.
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|a 1st ed. 2019.
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|a Chapter 1.The Increasing need for Quality Assurance and Accreditation in Foreign Language Education -- Part I. Global Perspectives on Quality Assurance and Accreditation -- Chapter 2. Investigating the Growth of English Medium Higher Education in Turkey and the Middle East Region -- Chapter 3. Balancing National and International Accreditation Requirements to Achieve National Strategic Trends -- Chapter 4. The Case of The Commission on English Language Program Accreditation: U. S. Specialized Accreditation as a Response to the Increasing Demand for Quality Assurance in Foreign Language Education -- Chapter 5. Accreditation: A Commodity or a Quest for Quality? -- Part II. National Perspectives on Quality Assurance and Accreditation -- Chapter 6. Quality in Higher Education in Turkey -- Chapter 7. The Experience of Quality in Higher Education in the United Arab Emirates: In Times of Rapid Change and Complexities -- Chapter 8. Bridging the Quality Gap in English Language Education Between Post-Secondary Education and Public Schools in Qatar -- Chapter 9. The Accreditation of English Language Teacher Education Programs in the Arab Region: The Case of Sultan Qaboos University -- Chapter 10. Establishing a National English Language Accrediting Body in Turkey: The Case of DEDAK -- Part III. Best Practices for Quality Assurance and Accreditation in Foreign Language Education -- Chapter 11. CPD and Accreditation of EFL Programs: A Quasi-Symbiotic Relationship -- Chapter 12. Learning outcomes: Core issues in Higher Education -- Chapter 13. Implementation of Curriculum and Assessment Accreditation Standards in the English Language Program at KAU.
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|a Greater student mobility, increasing demand for access to tertiary education, as well as policy changes have spurred rapid expansion of the global higher education sector. However, with increased demand comes considerable variation in the quality of the supply. As higher education is an expensive endeavor for all stakeholders – governments, funders, employers, and families – there are also increasing expectations for accountability and demonstrations of quality. English as a foreign language (EFL) programs, in particular, are under considerable pressure to substantiate their value, resulting in a significant rise in interest around their quality. This volume is the outcome of a May 2018 international conference on quality and specialized accreditation, held in Turkey. The book’s three sections take the reader from the global to the program level, examining trends and best practices in quality assurance and accreditation in EFL programs. The book’s geographic focus is primarily the Middle East and Turkey, yet the issues discussed herein a quite global in nature. This volume will be of interest to educational administrators at the institutional or program level, educational leadership programs focusing on higher education, language teacher preparation programs, and administrators in centralized education systems or accrediting organizations.
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