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Kore University of Enna
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Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
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Home > Archives > Vol. 10 No. 12 (2025): Published > Research Articles
ESP-4299

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2025-12-30

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Vol. 10 No. 12 (2025): Published

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Research Articles

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Copyright (c) 2025 Jennifer M. Montero

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How to Cite

Jennifer M. Montero. (2025). Stakeholders’ security and confidence mindset of accreditation and ISO in university quality enhancement. Environment and Social Psychology, 10(12), ESP-4299. https://doi.org/10.59429/esp.v10i12.4299
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Stakeholders’ security and confidence mindset of accreditation and ISO in university quality enhancement

Jennifer M. Montero

North Eastern Mindanao State University, Tandag City, Surigao del Sur, Philippines


DOI: https://doi.org/10.59429/esp.v10i12.4299


Keywords: Accreditation; higher education institutions (HEIs); ISO certification; organizational trust; quality assurance; quality enhancement; self-efficacy; stakeholder confidence; stakeholder security


Abstract

This mixed-methods study examined the stakeholders’ security and confidence mindset toward accreditation and ISO certification as critical components of university quality enhancement. Specifically, it aimed to determine how these quality assurance mechanisms influence both institutional performance and the psychological assurance of stakeholders. Quantitative data were collected through survey questionnaires assessing the perceived impact, challenges, benefits, and effectiveness of accreditation and ISO among teaching and non-teaching personnel in North Eastern Mindanao State University, Tandag City, Philippines. Complementary qualitative data were gathered through semi-structured interviews that explored stakeholders’ sense of trust, security, and confidence in institutional processes. Findings revealed that accreditation and ISO certification were perceived to have a very high impact and effectiveness in promoting transparency, accountability, and continuous improvement. Thematic analysis indicated that these systems cultivate stakeholders’ cognitive trust, emotional security, and professional confidence—attributes strongly supported by Organizational Trust Theory and Self-Efficacy Theory. These results highlight that accreditation and ISO extend beyond compliance frameworks; they function as psychological reinforcements that enhance stakeholders’ belief in the institution’s capability and reliability. Ultimately, the study concludes that a culture of quality in higher education is sustained not only through documented standards but through the shared mindset of trust, security, and confidence among its stakeholders.


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