Thesis Abstract

Abstract
Accreditation is a crucial aspect of higher education that ensures academic institutions meet certain standards of quality and accountability. The academic library plays a significant role in supporting undergraduate, graduate, and other teaching programs including those for adult, community, and distance education. This research explores the relationship between accreditation requirements and the role of academic libraries in meeting these standards within various educational programs. The study delves into the specific standards and criteria set by accrediting bodies such as the Higher Learning Commission (HLC), Middle States Commission on Higher Education (MSCHE), and others, focusing on the expectations regarding library resources, services, and facilities. By examining accreditation guidelines, the research aims to identify the key areas where academic libraries contribute to the fulfillment of these requirements. Furthermore, the research investigates how academic libraries enhance undergraduate programs by providing access to scholarly resources, offering research assistance, and facilitating information literacy skills development. In graduate programs, libraries play a crucial role in supporting advanced research needs, providing specialized collections, and collaborating with faculty to integrate information literacy into the curriculum. Moreover, the study explores the unique challenges and opportunities faced by academic libraries in meeting the needs of adult learners, community programs, and distance education initiatives. These diverse teaching programs require flexible and innovative library services to accommodate non-traditional students and remote learners effectively. The research also addresses the evolving role of academic libraries in the digital age, where virtual resources, online databases, and digital services have become integral to supporting teaching and learning across various programs. The study examines how libraries adapt their services to meet the changing demands of students and faculty in a technology-driven educational landscape. Overall, this research contributes to a deeper understanding of the symbiotic relationship between accreditation standards and the role of academic libraries in undergraduate, graduate, and other teaching programs. By highlighting the ways in which libraries support educational goals and institutional quality, the study underscores the importance of library resources and services in ensuring successful accreditation outcomes and promoting academic excellence in diverse educational settings.

Thesis Overview

This paper examines the process of accreditation

exercise at Fountain University, indicating

the role of

library in the exercise, in compliance with the National Universities Commission’s definition of

accreditation. Emphasis was on the library holdings, quantity and quality of materials and their curre

ncy.

The accreditation exercise indicates that the institution maintains clearly specified educational objectives that are, consistent with its mission and appropriate to the degrees it offers. Based upon reasoned judgment, the process stimulates evaluation and improvement, while providing a means of continuing accountability to the public. This study seeks to provide an insight in

to the accreditation exercise at fountain university, Osogbo, with a view to sharing experiences of the library as the integral p

art of the institution. The paper thus concluded that the statement of Fountain University accreditation status with the NUC is also an

affirmation that the institution ispersistently committed to the Commission’s principles and philosophy of accreditation.

Keywords: Accreditation,

Academic library, National Universities Commission,Fountain University Introduction

Accreditation is a process of self-study and external quality review used in higher education toscrutinize an institution and/or its programs for quality standards and need for quality improvement.

ditation, and whether it is achieving its mission and stated

objectives

. The process usually

includes a self evaluation, peer review and a site visit.

Accreditation standards and guidelines in N

igeria educational system is aimed at strengthening

programs for quality assurance and quality improvement. It is a process that aids institutions in developing and

sustaining effective educational programs and assures the educational community, the genera

l public, and other

organizations that the accredited institution has met high standards of quality and effectiveness.

Accreditation of the university programmes and subsequent

standardization

across the tertiary institutions nationwide by the N.U.C remain substantively superficial especially in the absence of a mechanism

to ascertain or ensure that the prescribed programmes are implemented by competent and

qualified personnel both in the administrative and academic sectors of the university, according to l aid down criteria.

Institutional accreditation has to incorporate both internal self assessment and external judgments .

While it is very necessary that there should be certain minimum standards agreed upon and which guide the

operations of institutions of similar status nationwide , it is equally desirable that recognition is given to the internal peculiarities of each

. (Commission on Colleges Southern Association of Colleges and School, 2001) Therefore, the process of accreditation should provide a means of recognizing some levels of performance, quality and integrity which engenders confidence from the public and the broad educational community. A perceived belief is that accreditation is purported to provide quality assessment which is

monitored by bodies assessing quality in post secondary education, including governmental agencies and professional associations. (Enser, 2002) It is also believed that the process of accreditation is undertaken in order to evaluate an institution or programs against some (usually not clearly articulated) minimally acceptable standards which protect the institutions themselves, their students and the public.

II.

Brief History Of Fountain UniversityFountain University is owned by Nasrul-Lahi-Il-Fatih Society of Nigeria (

NASFAT); a leading Islamic Society in Nigeria. Fountain University is committed to the total development of men and women imbued with high academic, Islamic moral and ethical values in an enabling environment, through appropriate teaching,