Beyond Isomorphism: A Case Study of Institutional Adaptation Strategies for International Accreditation of Engineering Programs

Abstract

This study addresses a gap in literature on the experiences of academic leaders in higher education institutions that pursue international, non-compulsory accreditation of engineering programs. Specifically, previous research has examined how universities or academic programs in various settings have adopted or aligned with international accreditation standards and quality frameworks. However, limited research has explored how academic leaders in the context of a developing country experience these processes and what drivers and barriers they find during these efforts. This study investigates the experiences of academic leaders from public and private universities in Ecuador in seeking international accreditation for their engineering programs and specifically focuses on how academic leaders understand and manage these initiatives within their institutional contexts. Guided by the institutional isomorphism theory developed by DiMaggio and Powell, this study examined whether coercive, mimetic, and normative pressures mechanisms that shape institutional behavior are evident in accreditation processes within the context described above. This study followed a qualitative research design based on semi-structured interviews with nine academic leaders from eight universities in Ecuador, including public and private institutions located in the Coast and Highlands regions. Findings show that academic leaders often faced limited preparation when appointed to lead a global accreditation process and experienced resistance from faculty members due mainly to the additional documentation and workload required. Participants from public universities also described constraints related to government regulations, procurement procedures, and dependence on central funding, which sometimes affect the pace of accreditation efforts. Despite these constraints, many public institutions pursue recognized U.S.-based accreditation frameworks, which usually represent higher costs. Private universities often select regional or Spanish-language accreditation agencies that align better with their institutional resources, and enrollment population. Although elements of institutional isomorphism were found in the pursuit of non-mandatory accreditation for these engineering programs, academic leaders also associate international accreditation with more pragmatic aims: the possibility of bypassing national accreditation requirements while strengthening quality assurance practices and the development of student competencies. Other drivers identified include opportunities to expand research collaboration, institutional agreements, increase enrollment rates, and academic mobility. This research also found that the geographic location of the universities within this country did not appear to influence decisions to pursue these accreditations. Ecuador presents specific institutional conditions. However, similar dynamics may exist in other contexts. Future research may examine perspectives from top-level university executives to further understand institutional decision-making towards these processes.