Summary 

In higher education, the quality of teaching is closely linked to the academic and professional suitability of the teaching staff. This article discusses the fundamental criteria that professor must meet to teach subjects in accredited institutions, focusing on academic training, professional experience, pedagogical competencies, and standards required by bodies such as DEAC and SACSCOC. Through a regulatory and conceptual review, a comprehensive vision is proposed that enables institutions to ensure teaching quality, enhance hiring processes, and meet the demands of institutional accreditation. The study concludes with recommendations to consolidate robust institutional policies that ensure sustained compliance with these criteria. 

Keywords: higher education, teaching qualification, accreditation, academic standards, pedagogical competencies. 

1. Introduction

The selection and appointment of faculty in higher education institutions is a critical process that directly influences academic quality, student satisfaction, and compliance with accreditation standards. Beyond holding an academic degree, professor are expected to possess a combination of credentials, experience, and competencies that qualify them to lead effective teaching and learning processes. The purpose of this article is to analyze the academic and professional criteria that must be observed when assigning professors to a class, highlighting their relevance from a normative, institutional, and pedagogical perspective. 

2. Theoretical Framework 

Several studies have highlighted the significance of professor qualifications in students’ academic performance (Darling-Hammond, 2000; Carini et al., 2006). In the United States, accreditation bodies such as SACSCOC (2018) and DEAC (2024) establish specific guidelines to determine whether a professor is qualified to teach a subject, including the requirement of a minimum number of credits in the teaching area and the validation of relevant professional experience. For its part, research such as that of Knight et al. (2020) advocates a more holistic approach that also incorporates the pedagogical and technological competence of the professor. 

Teaching quality has been recognized as one of the main factors that affect student learning and retention in higher education (Darling-Hammond, 2000; Hattie, 2009). In this context, defining transparent and verifiable criteria to determine a professor’s suitability becomes a priority for both educational institutions and accreditation bodies. 

2.1. Conceptual foundations of professor qualification 

Professor qualification refers to the set of academic, professional, and pedagogical attributes that justify an individual’s ability to teach a specific subject at a given level. This includes at least three fundamental dimensions: 

Formal academic training, aligned with the teaching area. 

Relevant professional experience, especially in applied or technical programs. 

Pedagogical and technological competencies enable teachers to facilitate effective learning in various environments, including virtual ones. 

According to Shulman (1987), competent teaching requires mastery of content, general pedagogical knowledge, and pedagogical content knowledge. This integrative perspective has been reinforced by more recent models such as TPACK (Technological Pedagogical Content Knowledge), which emphasizes the need to properly integrate technology into the educational process (Mishra & Koehler, 2006). 

2.2. Requirements established by international accreditors 

At the international level, accrediting bodies define minimum criteria for professor assignment. In the United States, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) requires that professors teaching bachelor’s degree courses must hold at least a master’s degree in the discipline or a master’s degree with 18 semester credits in the teaching area (SACSCOC, 2018). Similarly, the Distance Education Accrediting Commission (DEAC) requires institutions to document their professor’s qualifications using verifiable degrees and work experience where applicable (DEAC, 2024). 

The Council for Higher Education Accreditation (CHEA) does not directly accredit. However, it recognizes accrediting agencies, promoting good practices in professor quality assessment as an integral part of quality assurance processes (CHEA, 2020). 

In Latin America, entities such as the National Commission for University Evaluation and Accreditation (CONEAU) in Argentina and the Council for Quality Assurance in Higher Education (CACES) in Ecuador also establish similar criteria, including relevant degrees, pedagogical training, and continuous professional development (CONEAU, 2023; CACES, 2022). For its part, in Spain, the National Agency for Quality Assessment and Accreditation (ANECA) values teaching experience, research activity, and academic training as axes of the university teaching profile (ANECA, 2021). 

 2.3. Relationship between professor qualification and student results. 

Empirical literature supports the correlation between teaching suitability and academic performance. Hattie (2009) positions professor quality as one of the most influential factors in student achievement in his meta-analysis of learning. Similarly, studies such as those by Kane, Rockoff, and Staiger (2008) demonstrate that students who receive instruction from better qualified professors, either due to their training or experience, make greater academic progress. 

Additionally, recent research in the digital context has highlighted that teaching competence in virtual environments has a direct impact on student motivation and retention (Bolliger & Wasilik, 2009; Martin et al., 2019). These skills not only improve the design of activities and the use of platforms but also strengthen the pedagogical relationship in asynchronous modalities. 

2.4. Continuing education and professional development of teachers 

Various authors agree that professor qualification is not a permanent state, but a process in constant evolution. Continuous training, access to academic communities, and participation in professional events are key components to maintain the validity of teaching competencies (Tight, 2020). In this sense, accrediting bodies such as DEAC and ANECA value institutional initiatives to promote the professional development of the academic body, including diplomas in university teaching, certifications in digital education, and educational research activities. 

3. Academic Criteria for Teaching in Higher Education

According to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC, 2018), professors must have an academic degree higher than the level of the course they teach, preferably in the corresponding discipline. For bachelor’s degree courses, a master’s degree with at least 18 semester credits in the specific area of teaching is required. This principle ensures that the professor possesses the necessary theoretical knowledge to develop curricular content with academic depth. 

Accordingly, the Distance Education Accrediting Commission (DEAC, 2023) establishes that professors who teach courses at the master’s level must possess, at a minimum, a doctoral degree or a recognized terminal degree in the corresponding field of study, complemented by relevant professional and academic experience. The aim is to ensure that instruction in graduate programs is led by specialists with advanced competencies, capable of integrating theory, research, and professional practice into teaching. 

The Accrediting Commission of Career Schools and Colleges (ACCSC, 2022) indicates that, for graduate-level subjects, faculty must possess an advanced academic degree in the discipline taught or, in exceptional cases, demonstrate an equivalent combination of academic training, professional experience, and recognized achievements in the field. 

4. Professional Experience and its Academic Equivalence

Both DEAC and ACCSC recognize that, in exceptional circumstances, substantive professional experience may be considered as a complement—or in particular cases, as a substitute—for formal academic credentials, provided that this experience is directly relevant to the subject matter taught. This consideration is not intended to devalue academic credentials, but rather to recognize that, in highly technical areas or emerging disciplines, advanced professional experience can provide a level of expertise comparable to that of a formal academic degree. 

However, this equivalence is not granted automatically. Typically, institutions must document the relevance, scope, and level of professional experience through a formal validation process, which may include: 

• Detailed curriculum vitae with description of functions and accomplishments.
• Verifiable evidence of years of relevant experience (certifications, letters from employers, work portfolios).
• Recognized academic or professional publications in the area.
• Participation in high-impact projects or leadership roles in the industry.
• Awards, recognitions, or specialized certifications of a professional nature.

This process, known in some institutions as the Faculty Qualification Equivalency Policy, aims to ensure that the professional experience accepted as equivalent demonstrates not only practical mastery but also the ability to convey such knowledge with the rigor and depth required at the corresponding academic level. 

The convergence of the SACSCOC, DEAC, and ACCSC guidelines shows a shared principle: the priority is to ensure that professors, whether by formal academic credentials, validated professional experience, or a combination of both—are fully qualified to promote deep, up-to-date learning aligned with the demands of the contemporary academic and professional environment. 

5. Pedagogical and Digital Competencies

In addition to academic training, the need for professors to have didactic and techno-pedagogical skills is widely recognized, especially in higher education contexts and hybrid or distance modalities. These competencies are not only limited to the transmission of knowledge, but also encompass the ability to plan, implement, and evaluate meaningful learning experiences that are aligned with curricular objectives and student characteristics. 

In this sense, techno-pedagogical skills include the mastery of approaches such as instructional design (which allows for the structuring of content, activities and assessments in a coherent and outcome-oriented manner), formative assessment (which provides continuous feedback to improve student performance), and the application of active learning strategies, such as project-based learning, case studies, and interactive simulations (Prince, 2004). 

Likewise, nowadays, teachers must be competent in the use of learning management systems (LMS) such as Canvas, Moodle, or Blackboard, not only for the distribution of materials but also for interaction, monitoring, and evaluation of student progress. Anderson and Dron (2011) emphasize that the pedagogical integration of technology necessitates more than technical knowledge; it requires an understanding of how digital tools facilitate collaboration, personalization of learning, and student motivation. 

Therefore, higher education institutions should encourage continuous training in these areas as part of their professor development plan, ensuring that faculty keep their competencies up to date in the face of changes in educational trends and emerging technologies (Koehler & Mishra, 2009). This not only contributes to the quality of teaching but also strengthens the institution’s ability to meet accreditation standards that require evidence of systematic professional development for faculty. 

6. Institutional Standards and Accreditation

Higher education institutions must systematically document and justify each teaching assignment by their internal human resources and academic development policies. This process involves recording not only the professor’s academic credentials but also their relevant professional experience, pedagogical competencies, certifications, and, where applicable, evidence supporting the equivalence of those credentials under specific institutional policies, such as the Faculty Qualification Equivalency Policy. 

Such internal policies must be fully aligned with the standards of accrediting bodies, which require the institution to demonstrate, with verifiable evidence, that faculty members meet the academic and professional requirements established for the level and modality of teaching. For example, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC, 2018) states that institutions must maintain up-to-date and verifiable records of each teacher’s qualifications, which are available for review during evaluation visits. Similarly, the Distance Education Accrediting Commission (DEAC, 2024) requires that, prior to course assignment, instructors must be validated as possessing the appropriate credentials and experience, documented in a personnel file that includes copies of degrees, official transcripts, certifications, curriculum vitae, and, where applicable, formal justification of experience as an academic equivalent. 

Consistency in the application of these processes is essential to ensure continued compliance with accreditation criteria. A lack of consistency or insufficient documentation in the allocation of teaching loads can lead to negative findings during external audits or evaluations, putting at risk not only the accreditation of a specific program but also institutional accreditation as a whole (Eaton, 2020). This risk can have significant consequences, including the imposition of penalties, loss of eligibility for federal funds, or an impact on the institution’s academic reputation. 

For these reasons, the professor assignment process must be transparent, traceable, and supported by documentary evidence that unequivocally demonstrates that each assigned professor meets or exceeds the academic and professional standards required by the relevant accrediting agencies. 

7. Conclusions

One of the most common challenges is the imbalance between the operational need to fill teaching vacancies and the rigorous requirements of credential verification. Growing institutions or those with emerging programs may face limitations in available talent, which could compromise quality if clear filters are not established. It is essential that academic committees and quality units actively participate in the process of validating teaching profiles, not only based on formal requirements, but also considering educational relevance and effectiveness. 

The teaching qualification should not be reduced to the possession of an academic degree. It is a set of interrelated criteria that include training, experience, pedagogical competence, and commitment to lifelong learning. Institutions must strengthen their policies for hiring and reviewing teachers, ensuring consistency with accreditation requirements, and responding responsibly to the needs of students. A well-qualified faculty is the foundation of transformative and sustainable higher education. 

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