Accreditation of academic programs and academic overconfidence: practices that jeopardize accreditation

Abstract

The accreditation of educational programs is a fundamental mechanism for ensuring quality in higher education. However, one of the least addressed risks in the literature is the phenomenon of academic overconfidence, understood as the mistaken perception of continuous compliance with quality standards without up-to-date objective evidence. This article analyzes how various institutional practices stemming from this overconfidence can compromise program accreditation. Guidelines from evaluation bodies such as the National Council for Accreditation in Informatics and Computing and the Council for the Accreditation of Higher Education are reviewed, as well as theoretical contributions from authors specializing in educational quality. The article concludes that the sustainability of accreditation depends on an institutional culture based on evidence, continuous improvement, and critical thinking.