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| Autor/in | Hartle, Terry W. |
|---|---|
| Titel | Accreditation and the Public Interest: Can Accreditors Continue to Play a Central Role in Public Policy? |
| Quelle | In: Planning for Higher Education, 40 (2012) 3, S.16-21 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0736-0983 |
| Schlagwörter | Accreditation (Institutions); Higher Education; Public Policy; Federal Government; Accountability; Educational Quality; Credibility |
| Abstract | Institutional accreditation has served higher education and the public interest well for more than a century, but now its purposes are changing quickly and dramatically. Accreditation began as a voluntary, nongovernmental peer review process internally managed by colleges and universities to determine if schools met threshold tests of academic quality and to facilitate institutional self-improvement. However, it has increasingly become the primary mechanism for assuring policy makers and the public that institutions of higher education are academically sound and offer students a valuable product. This is a trend that seems likely to continue. As federal support for higher education grows and the importance of postsecondary credentials plays a larger and larger role in individual and national well-being, the demands placed on accreditors are likely to increase. Indeed, a quick overview of the history of accreditation and the federal government illustrates that the use of accreditors to pursue specific federal policy objectives is not a new development, but rather a trend that has been underway for a long time. The fundamental challenge for accrediting agencies in the years ahead will be twofold. First, they must demonstrate the effectiveness and impact of colleges and universities on the students they enroll. Second, demonstrating the public credibility and value of accreditation is an important and widely shared goal. The challenge is complex but can be easily stated: Either they recognize the pressures for change and develop clear, significant, and meaningful responses or they wait for policy makers to impose fundamental changes on accreditation or adopt their own set of indicators to measure educational outcomes. (ERIC). |
| Anmerkungen | Society for College and University Planning. 339 East Liberty Street Suite 300, Ann Arbor, MI 48104. Tel: 734-998-7832; Fax: 734-998-6532; e-mail: info@scup.org; Web site: http://www.scup.org/PHE |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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