The International Council for the Accreditation and Advancement of Public Health Education (ICAPHE) provides accreditation services grounded in a formative, non-prescriptive approach, shaped by the collective insight of the global public health education community.Accrediting public health education worldwide. ICAPHE supports quality assurance in public health courses, programmes, and academic institutions.

Thematic Analysis in Accreditation: Turning Evaluation into Systemic Insight

Evidence Beyond Accreditation

ICAPHE accreditation is more than a quality stamp. It is a structured, developmental journey designed to support continuous improvement and evidence-informed decision-making across public health education systems. A critical part of this work is thematic analysis; the process by which findings from multiple accreditation reviews are synthesised to identify trends, persistent challenges and examples of innovation.

This activity aligns closely with the International Standards and Guidelines (ISG) from INQAAHE (2024), which call on agencies to demonstrate systemic impact, including improved student outcomes, stronger graduate employability and the alignment of education with national socio-economic priorities. Similarly, the European Standards and Guidelines for Quality Assurance in the EHEA (ESG 2015) highlight the importance of agencies regularly publishing general findings and structured analyses to inform broader policy and practice.

The Accreditation Process as a Source of Insight

Each ICAPHE accreditation includes a robust, multi-phase process that generates valuable data:

  1. Self-Evaluation
    Institutions undertake an internal, reflective self-assessment using criteria designed to facilitate critical review of current activities, strategies and systems.
  2. External Review
    Independent peer reviewers assess the programme and engage with stakeholders to provide an impartial view of the institution’s performance and potential.
  3. Formative Feedback
    Programmes receive structured, actionable feedback identifying strengths and areas for development. This includes conditions for accreditation (mandatory actions) and recommendations (voluntary but encouraged changes).
  4. Action Plans and Implementation
    Programmes respond with targeted action plans and then report on their implementation, enabling reviewers to track progress and impact over time.
  5. Optional Development Discussions
    Institutions may also engage in an informal development session with reviewers to explore future improvements beyond the scope of the current accreditation.

From Individual Review to Collective Learning

While each accreditation is tailored to the institution’s context, ICAPHE compiles these findings to identify cross-cutting themes. These may relate to curriculum design, equity of access, graduate skills or quality management. Aggregated results inform not only ICAPHE’s future policy guidance but also contribute to global and regional thinking in public health education quality.

This thematic work is led by ICAPHE’s Scientific Council, which synthesises evidence from across the accreditation process to produce research outputs and policy briefings. In doing so, ICAPHE contributes to international dialogue on educational transformation and ensures its recommendations are based on robust data and contextual insight.

Join the Analysis

We welcome collaboration with schools, programmes and professional training providers who wish to engage in this ongoing thematic work. Whether through sharing experiences, contributing case studies or taking part in focused studies, your involvement helps strengthen the global community of public health education.

Contact us to take part and help shape a more evidence-informed future for accreditation.

Estimated Project Duration: Ongoing

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