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This study assesses the role and process of accreditation in enhancing the quality and efficacy of higher education institutions in Zimbabwe, with a specific focus on the transformative effects this process has on educational standards. Using Zimbabwe Ezekiel Guti University (ZEGU) as a case study, the research examines the programme accreditation process, the challenges, and the success factors thereof. The study adopts a qualitative approach, with in-depth interviews with participants across administration, faculty, and students and document reviews. Through findings of the study, we model the multi-stage accreditation process, identifying challenges, key factors, and strategies that contribute to successful accreditation, such as rigorous self-evaluation, robust stakeholder engagement, and compliance with overarching accreditation benchmarks. The research findings present a compelling argument for the integration of accreditation as a central component of quality assurance across the higher education spectrum. The implications of this study stretch across borders, offering evidence-based recommendations for policymakers and educators to reinforce their quality assurance systems and thereby fostering an environment conducive to generating graduates prepared for the global workforce. By highlighting the accreditation process as a vehicle for continuous quality improvement, this research positions higher education institutions as pivotal contributors to individual empowerment and societal progress. The research thereby offers insights that are intended to support policy formulation, inform institutional strategies, and guide quality enhancement initiatives across various educational contexts.
Garwe et al. (Wed,) studied this question.