Project Abstract

Abstract
Accreditation is a crucial aspect of ensuring the quality and standards of academic programs in higher education. Academic libraries play a significant role in supporting accreditation processes across undergraduate, graduate, and other teaching programs, including adult, community, and distance education. This research project aims to explore the multifaceted roles that academic libraries play in the accreditation process and how they contribute to the overall quality of educational programs. The study will investigate how academic libraries provide essential resources and services that align with accreditation standards. This includes access to a wide range of physical and digital collections, information literacy instruction, research support services, and technology infrastructure. Academic libraries also serve as collaborative partners in curriculum development, assessment, and institutional effectiveness efforts, which are central to accreditation requirements. Moreover, the research will examine the impact of academic libraries on student learning outcomes and academic success within accredited programs. By offering tailored support through reference services, library instruction sessions, and scholarly communication initiatives, libraries contribute to enhancing students' research skills, critical thinking abilities, and information literacy competencies. These competencies are often key components of accreditation criteria related to student achievement and program effectiveness. Furthermore, the project will investigate the evolving role of academic libraries in meeting the needs of diverse teaching programs, such as adult education, community colleges, and distance learning initiatives. Academic libraries are increasingly adapting their services to cater to non-traditional student populations, support online and hybrid learning environments, and foster inclusive access to educational resources. Understanding how academic libraries address the unique requirements of these programs is essential for ensuring that all students have equitable opportunities to succeed in accredited educational settings. In conclusion, this research project will shed light on the vital functions of academic libraries in supporting accreditation processes and enhancing the quality of undergraduate, graduate, and other teaching programs. By examining the contributions of libraries to student learning outcomes, institutional effectiveness, and program quality, this study aims to highlight the indispensable role of academic libraries in the ever-changing landscape of higher education accreditation.

Project 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,