Accreditation in the United States

Abstract

This chapter provides an overview of self‐regulation of higher education through accreditation, the primary means by which U.S. colleges and universities assure and improve academic quality.

Compassionate care? A critical discourse analysis of accreditation standards

“…In this portion of the research, we aimed to consider what might promote or limit the inclusion of such values in educational structures, frameworks and curricula. We know that formal standards and accreditation requirements have significant effects in the driving and shaping of curriculum and assessment . If we want to reinforce particular values, therefore, an essential step is to analyse formal standards in detail in order to use them as effectively as possible to promote desired changes.…”

“…We know that formal standards and accreditation requirements have significant effects in the driving and shaping of curriculum and assessment. [5][6][7][8][9][10][11] If we want to reinforce particular values, therefore, an essential step is to analyse formal standards in detail in order to use them as effectively as possible to promote desired changes.…”

Learning Outcomes Assessment in Graduate Education: A Comparative Overview between the United States and ASEAN

“…Institutional accreditation in the USA evolved as an independent peer evaluation system (Eaton 2009 ). Six regional accreditation associations oversee all higher education institutions, inclusive of their undergraduate and graduate programs.…”

Accreditation of emerging oral health professions: options for dental therapy education programs

“…Another issue that is raised about accreditation is the lack of evidence that it is effective in identifying substandard schools or improving educational quality, and, concomitantly, that it protects students from deficient education or the public from deficient services (17)– in this context, oral health care. The problem of evidence has at least two parts: a) linking educational programs to outcomes, in particular, the competency of graduates; and b) identifying desirable educational processes, methods, or structures (such as curricular approaches, faculty qualifications, or performance monitoring systems) (1).…”