Faculty perspectives on accreditation, academic freedom and quality learning in private higher education institutes: empirical evidence

Purpose This study aims to investigate the effects of standardization, accreditation process on academic freedom and quality learning in higher education institutes (HEIs). In addition, this study explores the mediating effects of academic freedom between standardization, accreditation and learning. Design/methodology/approach To attain the objective, the study uses the theory of self-determination as its theoretical underpinning. The smart PLS-SEM technique is applied for analyzing data. Findings The results indicate that the accreditation process has a significant negative influence on faculty academic freedom and quality of learning in the sampled HEIs. There is also a significant mediating effect of academic freedom. Research limitations/implications There are a few limitations in this study. First, the study considers the faculty members only as respondents. Second, this study only considers the faculty members of private universities as respondents. In the future, public HEIs could also be included in similar studies. Finally, this research has been done in the context of a developing country. Practical implications The findings of the study have pervasive implications for the authorities in HEIs. The authorities of HEIs might capitalize on this evidence in formulating the appropriate policy for their HEIs. Social implications As the accreditation process weakens academic freedom and quality learning, accreditation should not be viewed as an institutional development and quality assurance tool. Rather, accreditation ought to allow for amplifying faculty voices, empowering faculty and protecting their rights. Originality/value Quantitative analysis on the subject addressed in the current study is scarce. Therefore, this research can be considered valuable for stakeholders of HEIs.