The Consumer Interests in Voluntary Accreditation.

Autor/in	Pugsley, R. S.
Titel	The Consumer Interests in Voluntary Accreditation.
Quelle	(1976), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Accreditation (Institutions); Agency Role; Consumer Protection; Educational Policy; Educational Responsibility; Federal Programs; Public Opinion; Public Policy + Suchen Sie Ihr Suchwort? Verantwortung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Verbraucherschutz; Politics of education; Bildungspolitik; Erziehungsverantwortung; Öffentliche Meinung; Öffentliche Ordnung
Abstract	This discourse suggests that there are nine categories of client publics (or education consumers) which individually or collectively hold expectations of accreditation and accrediting agencies: (1) the institutions, their students, faculty, and trustees; (2) the federal agencies; (3) agencies that recognize accrediting bodies, specifically the U.S. Office of Education and the Council on Postsecondary Accreditation; (4) the national organizations that represent various interest groups in education; (5) the regulatory agencies; (6) consumer protection groups; (7) elected officials; (8) general and academic critics and the investigators of accreditation; and (9) parents, the average citizen, and the taxpayer. Over the past decade, there have been three periods of consumer (client publics) attention to accreditation--1968-71, 1972-73, and 1974-76. The first period, 1968-71, was a form of consciousness-raising on the part of the accrediting establishment related to the concerns of outside forces. During this period, skeptical and hostile publics emerged, and accreditors and defenders of accreditation reacted with despair. The period 1972-73 began with accrediting agencies filled with enthusiasm to demonstrate that accrediting is accountability for stewardship of a public trust and that the system is open to constructive change and valid reform. Four studies were undertaken to provide a reexamination of the field of accrediting--the Puffer, Ward, Ash, and Seldon reports. During this period when the accrediting community was attempting to respond constructively to the range of issues raised earlier, its public began to regroup and new issues began to surface. These new issues, which characterize the period 1974-76, are: (1) the role of accreditation in education consumer protection; (2) the role of accreditation in the Federal eligibility system; and (3) the system's accountability. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC