A system evaluation theory analyzing value and results chain for institutional accreditation in Oman

DOIhttps://doi.org/10.1108/QAE-06-2016-0030
Pages161-170
Publication Date03 April 2017
AuthorRene Ymbong Paquibut
SubjectEducation,Curriculum, instruction & assessment,Educational evaluation/assessment
A system evaluation theory
analyzing value and results chain
for institutional accreditation
in Oman
Rene Ymbong Paquibut
Professional, Postgraduate Studies and Research, Modern College of Business
and Science, Muscat, Oman
Abstract
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 nal 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
signicant for higher education institutions undergoing or about to undergo institutional accreditation for the rst time.
Social implications Higher education institutions in Oman which are preparing for their rst
institutional accreditation should benet 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 rst research article written from the perspective
of the rst higher education institution in Oman to undergo institutional accreditation.
Keywords Learning organization, Strategic management, Accreditation, Systems thinking,
Results chain analysis, System evaluation theory, Value chain analysis, ARDI,
Institutional quality standards, Standards compliance, System evaluation
Paper type Case study
Introduction
Working for continuous improvement requires a systems thinking approach (Senge, 2010)to
visualize a system which consists of parts, subsystems, relationships, feedback mechanisms,
attributes and inputs (Buckley, 1967, 1998; Burns, 2007; Cohen and Kibel, 1993; Meadows
and Wright, 2008 cited by Renger, 2015). Systems thinking is a process of thinking using
systems ideas (Checkland, 1999 as cited by Renger, 2015) that leads to a better representation
of the truth (Rogers, 2008; Williams and Hummerlbrunner, 2010 as cited by Renger, 2015).
Renger (2015) offered an evaluation theory for conducting system evaluation (system
evaluation theory) consisting of three guiding principles requiring that:
(1) the system be dened to be evaluated for;
(2) system efciency; and
(3) system effectiveness.
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0968-4883.htm
System
evaluation
theory
161
Received 20 June 2016
Revised 25 September 2016
Accepted 17 January 2017
QualityAssurance in Education
Vol.25 No. 2, 2017
pp.161-170
©Emerald Publishing Limited
0968-4883
DOI 10.1108/QAE-06-2016-0030

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