The Responsibility of Trustees in Relationship to Consumer Protection.

Autor/in	Stark, Joan S.
Institution	New York State Education Dept., Albany.
Titel	The Responsibility of Trustees in Relationship to Consumer Protection.
Quelle	(1975), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Accreditation (Institutions); Consumer Education; Data Processing; Educational Improvement; Educational Responsibility; Federal Aid; Federal Government; Higher Education; Information Dissemination; Institutional Role; Policy Formation; State Government; Trustees + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Konsumerziehung; Datenverarbeitung; Teaching improvement; Unterrichtsentwicklung; Erziehungsverantwortung; Bundesregierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationsverbreitung; Politische Betätigung; Bund-Länder-Beziehung; Treuhandanstalt
Abstract	Consumerism has become an important force in postsecondary education. This document points out the need of trustees to delineate an ethical relationship between the consumer of education and the institution. The document begins by suggesting proposals for state and federal regulation for consumer protection. Some suggestions are: (1) publication of attrition rates and reasons for attrition; (2) publication of federal loan default rates; (3) public disclosure of full reports by accreditation agencies; (4) publication of a prospectus about each institution; (5) establishment of a clearinghouse that would maintain comparable information about all institutions; (6) establishment of a second clearinghouse that would maintain information on complaints registered against an institution. Then the document considers the institution responsibility to: (1) examine its focus; (2) examine the access, process, and output from the point of view of the consumer as well as from the views of other constituencies, primarily through systematic consultation with students; (3) provision of ways that students can communicate with policy makers; (4) provide resources for identification of the kinds of information that would be most helpful in assessing program quality and; (5) develop data collection procedures that, in turn, could be used for program self-study and improvement. (Author/KE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01