Abstract

In higher education, quality accreditation has become an important mechanism for guiding training programme development, strengthening accountability, and supporting institutional quality assurance. Drawing on the theory of influence, this study examines the relationship between quality accreditation activities and faculty members' perceptions of training programme development in Vietnam. It also investigates how faculty members' positive and negative viewpoints on accreditation are associated with their perceptions of training programme development objectives, teaching activities, and assessment activities. The study used a quantitative survey design with 310 valid responses from faculty members at 11 higher education institutions in Vietnam. The questionnaire was developed using a five-point Likert scale and included five constructs with 36 observed variables after standardization. Data were analyzed using SPSS version 26. Cronbach's Alpha, exploratory factor analysis, and Pearson correlation analysis were used to examine scale reliability, construct validity, and associations among variables. The results indicated that the measurement scales were reliable and suitable for further analysis. Positive viewpoints on accreditation were positively correlated with all three dimensions of faculty perceptions, whereas negative viewpoints were negatively correlated with these dimensions, particularly perceptions of teaching activities. The findings suggest that faculty members' viewpoints are closely associated with how accreditation is perceived in relation to post-accreditation training programme development. The study contributes empirical evidence from Vietnamese higher education and offers practical implications for university management and accreditation policy.

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