Transforming Accreditation into Educational Innovation: An Action Research Framework for Enhancing Student Achievement, Faculty Development, and Institutional Excellence Through Collaborative Quality Assurance

This study examines the transformation of accreditation from a compliance-driven mechanism into a dynamic, innovation-oriented process within the BS Information Technology (BSIT) program of Lyceum of the Philippines University–Manila. Guided by Collaborative Governance Theory and Action Research Theory, the study evaluates the effects of accreditation across four dimensions: student achievement, faculty development, institutional excellence, and collaborative quality assurance.
A qualitative action research design was employed, utilizing focus group discussions, in-depth interviews, document analysis, reflective journals, and participant observation. Data were analyzed using a structured thematic analysis with triangulation to ensure credibility and validity. Thematic analysis is widely recognized for systematically identifying patterns in qualitative data [7], while triangulation strengthens reliability through the integration of multiple data sources.
Results indicate positive effects of accreditation on faculty development, institutional excellence, and collaborative quality assurance. However, student achievement yielded the lowest mean score (2.45), suggesting limited awareness of accreditation benefits among students. Prior studies confirm that student awareness significantly influences perceptions of accreditation and academic motivation [10].
The study proposes a participatory, stakeholder-driven accreditation framework integrating structured student engagement, transparent communication, and iterative action research cycles. These findings highlight the potential of accreditation as a continuous improvement system when aligned with collaborative governance and stakeholder participation.

Accreditation, Action Research, Collaborative Quality Assurance

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