The Quest to Improve Quality in Higher Education in the Caribbean

Robert W. Robertson, PhD, PFHEA, FCGI

Higher education globally is in a period of significant change. There are increasing cost pressures, changing demographics, technology changes including the increased use of artificial intelligence and enhanced interest on a focus on skills and competencies to meet the demands of the future of work. In addition, higher education is increasingly competitive. Competitiveness is a multifaceted phenomenon shaped by institutional strategies, government policies, and global economic trends. While higher education can drive innovation, quality, and national economic growth, it requires an evidence based, strategic approach. 

In the Caribbean, these factors have driven several changes within higher education including the addition of lower cost or in many cases free tuition. However, the data suggests that these tuition changes have had a relatively low impact on increasing enrollments and graduations. Another area of focus has been on the product delivered by higher education institutions. An increasing number of higher education institutions are pursuing formal accreditation by external third-party organizations to provide a systematic, evidenced based focus on quality and continuous improvement. This type of accreditation is often pursued to ensure the transferability and acceptance of courses and academic programs as well as to address the growing demands of employers. Accreditation assists in building trust in the academic product delivered by the institution. Finally, many higher education institutions are interested in improving their standing in the QS World University Rankings. Completing a formal quality assurance accreditation process can assist in improving institutional standing in these competitive global higher education rankings.

In the Caribbean, several higher education institutions have moved forward to pursue quality assurance using the US based system of regional accreditation and others are considering moving forward with these globally recognized standards.

As an example, Bermuda College pursued accreditation with The New England Commission of Higher Education (NECHE) which is the recognized accreditor for colleges and universities in New England, ensuring institutional quality and educational excellence.  Bermuda College was the first institution of higher education in the Caribbean to successfully pursue a US based accreditation, initially receiving recognition in 2010.

More recently, the University of the Bahamas (UB)has been admitted to candidacy, which is a final step in the accreditation process, with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). UB initially started the application process in 2017 which illustrates the rigor and complexity of the process.

Essentially, the steps to regional US accreditation include: i) Legal Authorization: Ensure legal degree-granting authority from the state higher-education agency in the state where the main campus is located; ii) Operating History: Demonstrate continuity and stability of operations and control for the two years preceding the application and through the duration of the eligibility process; iii) Mission Statement: A clearly stated mission approved by the governing board, appropriate to a degree-granting institution of higher education and a strategic plan based on evidence and developed with the engagement and input of all stakeholders; iv) Governance Structure: A functional, stable governing structure - board, executive leadership, academic and financial officers - with documented separation between board governance and day-to-day operations; v) Financial Capacity: Submit audited financial statements and demonstrate they can fund the multi-year candidacy; vi) Self-Study: Prepare a self-study document involving completion of a detailed written report that describes the products and processes as well as demonstrating how the institution meets or exceeds the standards; vii) Site Visit: Undergo an on-site review by the accrediting agency; viii) Board Vote: The accrediting agency’s board must conduct a vote on the accreditation committee’s report from the candidacy visit, and; ix) Initial Accreditation: Initial accreditation is good for five years, with the possibility of renewal.

Several areas of concern with respect to quality assurance efforts were identified by recent research in the Caribbean. For example, many noted the requirement for more clarity with respect to governance. In many cases, research highlighted the importance of boards recognizing the importance of understanding that their role is at the policy level and not at the operational level such as engaging faculty and staff or intervening in student disciplinary proceedings. In addition, there are concerns related to the need to improve the rate of graduation. Essentially too many students do not complete their education program. Many higher education institutions are conducting reviews of their programs of study with a view to making them more workforce relevant including the addition of industry recognized certifications embedded into the program of study.

Also, high turnover among faculty and staff is interpreted as instability, undermining accreditation readiness. In the completion of the formal self-study universities must properly document key practices and procedures including, for example, hiring; training; and promotion and tenure of faculty members. In many examples from the research, faculty credentials are frequently incomplete or improperly documented. Faculty must have the proper credentials to teach in their discipline, and it appears that there are gaps in this process which can result in serious academic quality concerns. Institutions often lack a formal faculty development plan to build long‑term academic capacity. To advance accreditation the detailed self-study must be prepared that includes a quality enhancement plan (QEP). The QEP often includes surveys of students, faculty, alumnae and employers of graduates. Using surveys of this nature over time builds a dashboard of key performance measures to guide improvement efforts. Most institutions retain a specific individual as an institutional effectiveness officer who manages the accreditation process and compiles the necessary information in the system. However, in one example a newly hired chief financial officer without any higher education experience eliminated the funding for an institutional effectiveness officer vacant position. This lack of understanding of the importance of accreditation represents an ongoing challenge.

In summary, the accreditation pathway for Caribbean higher‑education institutions demands sustained operational stability, strong governance focused on policy related issues, documented academic quality, and a culture of continuous improvement. Recent research shows that many institutions in the region still struggle with these fundamentals, making external quality assurance both urgent and transformative.

Dr. Robertson is a Senior Research Fellow at the Institute for Commonwealth Studies, School of Advanced Studies, University of London. He previously served as the President of the University College of the Cayman Islands and President, Bahamas Technical and Vocational Institute. He is a Principal Fellow Higher Education Academy, Fellow City and Guilds London Institute and a judge in the QS Global Academic Excellence Awards.