Exploring the Organizational Effects of the Accreditation Process on Quality Culture in an Intensive English Language Program

Accreditation processes can shape, disrupt, or reinforce organizational practices and values; this study examines how such effects manifest in the context of a quality culture. Guided by the Competing Values Framework (CVF) as both a theoretical and methodological tool, this qualitative case study explores how accreditation influences the cultural and operational dynamics of an English preparatory program at İstanbul Bilgi University in Turkey. Data were collected through semi-structured interviews with faculty and administrators, alongside document analysis, to capture organizational narratives before, during, and after the accreditation process. Key findings suggest that accreditation can enhance a culture of quality by fostering self-assessment, structured planning, and professional development. However, these gains are tempered by tensions related to documentation overload, unclear standards, and uneven faculty engagement. While some participants described the process as empowering and collegial, others viewed it as externally imposed and administratively burdensome. The study underscores the importance of institutional commitment and distributed leadership in navigating these tensions. These insights point to the potential of accreditation to support systemic learning and sustainable quality enhancement—if understood and implemented as a reflective, inclusive process. By highlighting both the enabling and constraining forces at play, this research contributes to a more critical and nuanced understanding of accreditation’s role in shaping quality cultures within higher education.