Obstacles to Achieve Academic Accreditation in Taif University Standards and Proposed Solutions from the Viewpoint of the Faculty Members

Abstract

The research aims to identify the obstacles to achieve academic accreditation standards and proposed solutions from the perspective of teaching at Taif University faculty members. And the disclosure of statistically significant differences between the responses of faculty members on the obstacles to achieve academic accreditation standards and proposed solutions depending on the different (sex, specialty, academic rank, years of experience, and the country to get another qualification).

Was used descriptive and analytical approach was to build a questionnaire consisting of (51) items; distributed on two axes; I: obstacles to achieve academic accreditation is composed of 36 items distributed on four areas ( administrative , organizational , educational , professional , and scientific research , financial and material ) and II: solutions proposed to overcome those consisting of 15 obstacles paragraph . Applied to a random sample of (335) faculty member, and constitute 31.54 % of the study population. It was confirmed validity and reliability of the tool.

The research concluded: arithmetic average of the estimates of the study sample members on the areas of handicaps as a whole (2.84) this corresponds to the degree of medium- approval, Vanlt obstacles to scientific research first, then administrative and organizational, followed by educational and professional, and finally financial and material. And occupied the paragraph focusing on modern technology to get the first place reliance proposed solutions with a mean ( 3.45 ) , it has reached the arithmetic average of the estimates of the respondents to this axis as a whole ( 2.85 ) , which corresponds to a medium degree of consent. There are significant differences at the level of statistical significance (0.05 ≥ a) when all areas of obstacles to achieve academic accreditation and the suggested solutions due to the variable number of years of experience in favor of the under 10 years category. And the lack of statistically significant differences attributable to the variables (sex, specialty, academic and soil, and the country to get another qualification).