In the current literature, there is a lack of research information concerning the impact that the school accreditation process can have, including through the generated insights, and the potential transformational journeys, of a diverse group of stakeholders with a shared purpose. The Research Question of this study is: What is the impact of the NEASC accreditation process on meeting the needs of twenty-first-century students?
The research offers unique insights, via a case study, of an Indian International School undergoing joint accreditation (Council of International Schools, New England Association of International School, and International Baccalaureate).
As this was a case study, the sample size was 5. The researcher, as the school's Head of Design and Technology, and also a foreigner, remains close to the action of the participants, recording different insights of various stakeholders via anecdotal notes, regarding the effects and effectiveness of the accreditation process at the school.
The study's focus is on investigating reflections on participating in an international school's accreditation process. While previous research often concentrated on external stakeholders' perspectives, this study emphasizes the views of internal stakeholders within schools. Unlike studies focusing on enrolment and learning impacts, this research explores the narrative perspective of the benefits of international school accreditation.
Existing studies highlighted positive impacts on enrolment and mobility of programs, but the research community lacks an in-depth exploration of the narrative aspects of accreditation benefits. The researcher, being a stakeholder in the accreditation process, provides an internal perspective, addressing this gap in the literature.
Although researchers have examined international schools over time, a problem that has yet to be addressed regards the insufficient research detailing the benefits of international school accreditation from a narrative perspective. A gap therefore exists both in terms of lack of literature and the adoption of a narrative methodology to solve the problem. Insights from the examination of studies in the field convey that many researchers opt to adopt an external perspective to examine how accreditation processes impact international schools.
Table of Contents
CHAPTER 1: Introduction
1.1 Significance of the Research
1.2 Background
1.3 Statement of Research Problem
1.4 Significance of the Research
1.5 Research Question
1.6 Summary
1.7 Thesis Overview
CHAPTER 2: Literature Review
2.1 Introduction
2.2 Overview of International School Accreditation
2.2.1 Definition
2.2.2 Accreditation Processes
2.3 Benefits of Accreditation
2.3.1 Benefits of Accreditation for International Schools
2.3.2 Benefits of Accreditation for Learners, Educators, and Employees
2.4 Needs of Twenty-first Century Learners
2.4.1 Learning in the Twenty-first Century
2.4.2 Difficulties in Meeting the Needs of Twenty-first Century Students
2.5 Future Design-Oriented Thinking
2.6 Conceptual Framework
2.7 Literature Gap
2.8 Conclusion to Chapter 2
CHAPTER 3: Methodology
3.1 Introduction
3.2 Research Philosophy
3.3 Research Approach
3.4 Research Design
3.5 Research Time Horizon
3.6 Research Choice
3.7 Data Collection Strategy
3.7.1 Semi-structured Interviews
3.7.2 Secondary Review
3.8 Data Analysis Considerations
3.8.1 Justification of Thematic Analysis
3.8.2 Preparing Data for Analysis
3.8.3 Data Review
3.8.4 Identifying Codes and Labels
3.8.5 Identifying Themes
3.8.6 Summarising and Reviewing Themes
3.9 Research Ethics
3.9.1 Recruitment
3.9.2 Consent
3.9.3 Data Collection, Use, and Management
3.9.4 Dissemination of Research Outputs
3.10 Methodology Delimitations and Limitations
3.11 Conclusion to Chapter 3
CHAPTER 4: Chapter 4: Findings
4.1 Introduction
4.2 Thematic Analysis
4.2.1 Learning Space and Time Designs which Promote Student achievement
4.2.2 Challenges of Joint Research in an International School
4.2.3 Factors which Influence Successful Joint Research
4.2.4 Benefits of the Virtual Research Process
4.2.5 Improvement of Joint Research Programmes
4.3 Results of Self-Review
4.3.1 Learning Structure Consideration and Implementation
4.3.2 Learning Spaces and Time Structures to Improve Student Achievement and Implementation
4.3.3 Impacts of Proposals by the PSG Learning Community and Implementation
4.3.4 Influence of Desired Impacts, Learning Definitions, Purposes and Principles Decisions on Design and Use of Learning Spaces and Time
4.3.5 Alignment of Desired Learning Impacts with Calendars and Schedules
4.3.6 Strategies for Sustainable Future Designs
4.3.7 The Current Reality of Learning in School
4.3.8 Evidence of Space and Time Resource Impacts on Learning
4.3.9 The Learning Plan’s Challenges and Solutions
4.4 Conclusion to Chapter 4
CHAPTER 5: Discussion
5.1 Introduction
5.2 What is the role of Joint Research from the perspectives of Internal Stakeholders ‘during Covid – 19 pandemics?
5.3 Benefits of Joint Research by Learning about Pedagogies to Meet the Challenges of an Evolving Digital World and the COVID-19 Pandemic
5.4 Challenges of Joint Research Process Faced by International Schools in the Twenty-first Century
5.5 Learning Spaces, Structure, and Design of Joint Research During COVID-19
5.5.1 Alignment of Systems
5.5.2 Budgeting
5.5.3 Physical Space
5.5.4 Implementation
5.5.5 Cost Challenges
5.6 Key Lessons to Improve Research in International Schools
5.6.1 Creativity and Open-mindedness
5.6.2 Documentation
5.6.3 Participation in the Process
5.6.4 Increase in Representatives
5.6.5 Closing the Gaps
5.7 How Can Future Design-Orientated Thinking Meet Twenty-first Century Learners’ Needs?
5.8 Critical Assessment of Virtual Reality, Metaverse, and the Importance of STEM
5.9 Significance of Hybrid Learning, Flipped Learning, and Blended Approaches
5.10 How Does Research Drive Transformation in International Schools?
5.11 What is the Importance of Efficient Documentation Within the Research Cycle?
5.12 Significance and Effectiveness of Joint Research
5.13 Barriers which Hinder International Schools from Seeking Research and Authorisation
5.14 Conclusion to Chapter 5
CHAPTER 6: Implications and Conclusions
6.1 Introduction
6.2 Reflections on Being Part of the Research Process of an International School
6.3 Contributions
6.4 Hybrid Learning and Research Visits using Blended Approaches
6.5 Narrative Perspective
6.6 Classroom Arrangement for Learning
6.7 Student-centred Rather than Teacher-driven Collaboration
6.8 Recent Global Trends
6.9 The Research Process as a Learning Process for the Teams and School
Research Objectives and Topics
This thesis examines the impact of school accreditation processes on meeting the educational needs of twenty-first-century learners, specifically focusing on the experiences of an Indian international school during a joint accreditation journey. The central research question investigates how the NEASC accreditation process influences school practices to cater to future-oriented learners, particularly within the challenging context of the COVID-19 pandemic and the shift to digital learning environments.
- The role of school accreditation in ensuring institutional quality and meeting contemporary educational standards.
- Pedagogical shifts towards student-centred, hybrid, and blended learning models in response to global digital trends.
- The implementation of 'Learning Principle 9' regarding the design of learning spaces and time.
- Challenges associated with joint research, including stakeholder collaboration, communication, and execution in a virtual environment.
- The significance of design-oriented thinking in fostering creativity, critical thinking, and innovation for twenty-first-century learners.
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4.2.1 Learning Space and Time Designs which Promote Student achievement
The key theme established from the interviews was associated with learning space and time designs which promote student achievement. Learning space and time design divides into four subthemes: interaction, safety and security, use of art forms, and lesson scheduling.
The first subtheme relates to the interaction factor within learning spaces. According to Agarkar (2019), as per the guidelines provided from behaviourist thinkers, the interaction of students in classroom is focused primarily on behaviour modification. Studies by Gunduz and Hursen (2015) find that constructivist activities in classroom help to empower the learners in terms of gaining access to their beliefs and experiences, which reshapes the previous knowledge considering the applied course content. Panke (2019) adds that interaction among the participants in the team can influence the implementation of design thinking. Certain previous studies support the application of interaction in student learning environments. Findings from studies such as Painter et al. (2013) also support the implementation of interaction within learning spaces and designs. Students perform better when they collaborate and interact with other learners rather than competing or studying independently. The study participants shared a similar perception, suggesting that interaction is a major factor which positively impacts the student performance and achievements. Participant W shared a similar perspective: ‘We design the tables and everything in such a way that student can sit face to face, and they can have interaction during the learning time’. According to Participant V, ‘Certain learning spaces [should be] designed for children in their own homes, like a reading corner, an inquiry corner’.
The idea of interaction within learning environment is supported by Agarkar (2019), where the study found interaction to be the greatest factor which positively affects the student’s chances of achievement in education. Moreover, Kay and Kibble (2016) state that learning is as an individual construction process and that learners construct knowledge as they interact with the environment. Therefore, classroom arrangement is a key factor in promoting positive student interactions. Furthermore, Murphy et al. (2021) add that students prefer teaching methods involving both the teacher and student-centred preferences or a combination of lecture and student interaction.
Summary of Chapters
CHAPTER 1: Introduction: This chapter introduces the research context, the focus on international school accreditation, and outlines the research problem and the primary research question regarding NEASC accreditation impacts.
CHAPTER 2: Literature Review: The literature review examines the concepts of school accreditation, the needs of modern learners, design-oriented thinking, and existing research gaps regarding internal stakeholder perspectives.
CHAPTER 3: Methodology: This chapter details the research philosophy, interpretive paradigm, and the exploratory case study design, including the use of semi-structured interviews and secondary document analysis.
CHAPTER 4: Findings: This section presents the thematic analysis of qualitative data derived from interviews and self-review documentation, focusing on learning space designs, joint research challenges, and benefits.
CHAPTER 5: Discussion: The discussion critically evaluates the findings against existing literature, specifically exploring the role of joint research, pedagogies for the digital era, and barriers to accreditation.
CHAPTER 6: Implications and Conclusions: This final chapter synthesizes the research outcomes, reflects on the researcher’s role as an insider, provides contributions to the field, and offers suggestions for practice.
Keywords
School Accreditation, NEASC, International Schools, Twenty-first Century Learners, Design-Oriented Thinking, Joint Research, COVID-19, Hybrid Learning, Student-Centred Pedagogy, Learning Environments, Digital Transformation, Stakeholder Perspectives, Qualitative Research, Educational Quality, Higher Education.
Frequently Asked Questions
What is the primary focus of this thesis?
The thesis focuses on a case study of an international school's journey through a joint accreditation process (involving NEASC, IB, and CIS), specifically investigating how the school community adapts to the needs of twenty-first-century learners.
What are the core thematic areas explored in the research?
The research explores the impact of accreditation frameworks on learning environments, the adoption of student-centred and hybrid pedagogies, challenges of stakeholder collaboration, and the importance of design-oriented learning spaces.
What is the central research question?
The study primarily asks: "What is the impact of the NEASC accreditation process on meeting the needs of twenty-first century students?"
Which methodology does the author employ?
The author uses a qualitative case study approach with an interpretivist philosophy, conducting semi-structured interviews with five stakeholders and performing secondary document analysis of accreditation reflective materials.
What does the main body of the work address?
The main body investigates the challenges of joint research, the implementation of specific learning design principles (specifically Learning Principle 9: space and time), and the role of stakeholders in fostering positive learning cultures during the pandemic.
Which keywords best characterize this accreditation study?
Key terms include School Accreditation, NEASC, Twenty-first Century Learners, Design-Oriented Thinking, Hybrid Learning, and Digital Transformation, among others.
How did COVID-19 influence the accreditation process described?
The pandemic necessitated a rapid shift to hybrid and digital modes of teaching, which became an integral part of the accreditation narrative, forcing the institution to re-evaluate physical and virtual learning spaces.
What unique perspective does the researcher provide?
The researcher offers an 'insider' perspective, as they were the school’s Head of Design and Technology and actively led the group involved in the self-review process throughout the accreditation.
- Arbeit zitieren
- Dr Jonathan Kelly (Autor:in), 2023, A Case Study of a School Accreditation Journey. Focusing on How the School Community Cater to the Needs of Future-Orientated Twenty-First Century Learners, München, GRIN Verlag, https://www.grin.com/document/1431388
