**2. Method**

This research explores the impact of Advance HE accreditation on institutions. To achieve this, we designed a comprehensive online survey as the primary method of data collection for this stage of the project. In related work (e.g. HEA Evaluation toolkit) we had previously used online surveys to successfully reach a dispersed sample population in the UK [40]. We echo the benefits associated with online surveys reported by other researchers [41, 42]. These researchers cite the potential of online surveys to provide a so-called 'wide-angle lens' on a topics of interest, noting the ability of online surveys to capture a range of perspectives and experiences. In particular, both authors cite the potential to capture 'un-heard' or underrepresented voices in qualitative research. Practically, online surveys can provide rapid, easy and affordable access to geographically dispersed populations [42]. As this study was international in scope with a short time-frame during which data collection could be undertaken, online surveys were deemed most useful in providing insights into the diverse range of institutions that engage with Advance HE accreditation, whilst also promoting inclusivity and accessibility of the research.

We developed a draft online survey which explored the following topics: institutional rationale for becoming accredited by Advance HE; perceived benefits; challenges; and impacts of accreditation. We also asked respondents to report on the strategic uses and engagement with accreditation. The survey was designed to be completed by those individuals in institutions who had responsibility for Advance HE accreditation; individuals in roles such as Academic / Educational Development. These individuals usually have responsibility for Advance HE accredited provision, as well as a lead role in obtaining and renewing accreditation. Therefore, we felt that they should be well positioned to provide an institutional-level perspective on

#### *Institutional Accreditation and the Professionalisation of Teaching in the HE Sector DOI: http://dx.doi.org/10.5772/intechopen.99805*

accreditation. The survey was piloted with 10 respondents familiar with Advance HE accreditation drawn from four countries. This allowed us to review the ordering, clarity and accessibility of the survey, with minor revisions made to the final version. The final survey included a mix of closed and open questions; the closed questions, which included multiple choice and likert-scale questions, were used to capture data relating to motivations, challenges, impacts and uses of accreditation. We used open questions to capture more detailed responses, which across a whole data-set could then build up to provide a rich and nuanced picture of the impacts of accreditation [42]. We used JISC Online Surveys to host the final survey.

Initially, the survey was distributed by Advance HE to the named institutional contacts for their accredited provision. Advance HE were the gatekeepers of this information, and due to issues relating to data protection, the names and details of these contacts could not be shared. However, at the time the survey was distributed the COVID 19 pandemic took hold. There were concerns about potential impacts this may have on response rates. We mitigated this by cascading the survey link to Advance HE's Programme Leader's online space 'Advance HE Connect'. The survey was open for 23 days and at the time the survey closed there were 55 responses (42 UK-based institutions and 13 from outside of the UK). This represented a response rate of 27% of all UK-based Advance HE accredited institutions and 50% of all non-UK based accredited institutions. Given the circumstances under which the survey took place, in that many institutions were focusing on responding to a global pandemic, we identified this as a good response rate, comparable to that obtained in related work [43], and reflects the level of interest and perceived relevance of this research to the community. We then used descriptive statistics to review and analyse the response to the closed questions. The data obtained from the open responses were collated and analysed thematically.
