Accreditation as an organizational response: Exploring the influence of leadership and institutional and task environments on the accreditation process in communication sciences and disorders programs.

摘要

Influences on the accreditation process in communication sciences and disorder (CSD) programs were examined using a cross case comparative qualitative analysis among four successfully accredited academic departments in the southern United States. Program chairs, CSD administrators, clinic directors and faculty were interviewed.;Four institutional sites were selected for the case studies based upon the outcome of the program's most recent accreditation site visit, the date of the accreditation site visit, number of available faculty, and institutional type. The four institutions included one master's granting private institution, one master's granting (larger) program, one doctoral/research medical university, and one doctoral/research university (very high research activity). The inclusion of these four universities provided requisite variety across institutional type. The study was organized around a conceptual framework that identified variables for leadership approaches, task and institutional environments, organizational factors, and organizational response. Program chairs/directors, clinic directors, and faculty members from each of the four institutions provided the interview data and documentary evidence utilized to broaden the case studies. The qualitative data were collected and the findings reported.;Findings indicated that leader-member exchange and team leadership are appropriate lenses through which to view accreditation in CSD programs. Additionally, findings revealed that task and institutional environments heavily influence the accreditation process and organizational responses in CSD programs.