Abstract:

Engineering accreditation serves as a critical framework for academic institutions to demonstrate compliance with global educational standards, significantly enhancing the quality and sustainability of engineering programs (Uziak et al., 2025). Within the context of increasing professional mobility, the Washington Accord (WA) has become a cornerstone for the international recognition of engineering qualifications. While Canada has been a longstanding signatory through Engineers Canada (since 1989), Mexico’s CACEI recently attained this status in 2022. Both nations now face the challenge of aligning with the stringent, Outcome-Based Education (OBE) requirements mandated by the WA.

Despite the benefits, the complexity of these evaluative cycles often imposes a substantial administrative burden and institutional strain on Higher Education Institutions (HEIs). This study examines the management strategies and organizational processes employed by universities to navigate these accreditation cycles successfully. Adopting a qualitative approach, the research analyzes the experiences of two Canadian and seven Mexican universities through in-depth interviews with accreditation coordinators.

The findings identify critical management frameworks, the evolving roles of engineering personnel, and specific best practices that mitigate institutional stress. Results suggest that, despite differing national contexts, alignment with the WA’s Graduate Attributes leads to convergent management strategies focused on data collection efficiency and evidence-based reporting. This research provides a strategic roadmap for HEIs seeking to optimize their accreditation management while maintaining a steadfast commitment to continuous pedagogical improvement within the North American educational landscape.

Keywords:

Educational quality, Engineering education, Accreditation process, Administrative management.