Regional Accreditation Reform: Who is Served?

Eaton, Judith S.

doi:10.1080/00091380109601786

Cited by 18 publications

(11 citation statements)

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“…In its recent program solicitation, ATE seeks efforts that will improve education of science and engineering technicians at the undergraduate and secondary school levels'' (National Science Foundation, 2010, p. 4). Similarly, the eight regional accrediting agencies for higher education focus on quality improvement, as Eaton (2001) says, ''more in terms of strategic educational improvement than in terms of minimal compliance . .…”

Section: Correspondence Of Ate Leaders' Goals For Information With Namentioning

confidence: 97%

Information Needs Perceived as Important by Leaders in Advanced Technological Education: Alignment with Community College Program Improvement Initiatives

Badway

Somerville

2010

Community College Journal of Research and Practice

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Science Foundation believe are their most important needs for research information. Data was collected through a Delphi process, and results were analyzed through frameworks associated with program improvement initiatives for community colleges. In several ways, the information needs of the ATE program leaders and community college initiatives to improve programs, such as those found in accreditation standards, parallel one another. ATE leaders and national improvement principles share a) a concern with professional development and program improvement; b) an emphasis on student learning outcomes and the impact of instruction on the capacities of students; c) a dedication to expanding access to these cutting-edge programs; d) and a prime interest in curriculum development that meets pedagogical as well as technical advances and supports underprepared students.

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Section: Correspondence Of Ate Leaders' Goals For Information With Namentioning

confidence: 97%

Information Needs Perceived as Important by Leaders in Advanced Technological Education: Alignment with Community College Program Improvement Initiatives

Badway

Somerville

2010

Community College Journal of Research and Practice

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“…Leatherman (1993) noted that during 1991 and 1992, only 1.6 % of those institutions accredited by regional associations received formal sanctions. Eaton (2001) noted that the community is intent on expanding international quality review activities, including interactions with quality assurance organisations across the world.…”

Section: Accreditationmentioning

confidence: 98%

“…Bloland (2001) and Von Alt (2002) summarized criticisms that have led to changes in accreditation in the United States. Eaton (2001) suggested that the basic issue concerns constituencies involved in institutional accreditation and their expectations. An estimated 25,000 educators serve as team members for more than 80 regional and professional accreditation associations in the United States (Bollag 2004).…”

Section: Accreditationmentioning

confidence: 99%

Quality Assurance of Higher Education in Transition Countries: Accreditation -- Accountability and Assessment

Hendel

Lewis

2005

Tert Educ Manag

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One issue facing countries in transition concerns how to ensure quality for a broader and more diverse set of institutions. Quality assurance processes (i.e. accreditation, accountability and assessment) have particular relevance today as higher education undergoes dramatic changes in countries in transition, as the world becomes more internationalised, and as private higher education institutions increase in number and enrol increasing numbers of students. Three questions emerge. Do differences among transition countries relative to central control prior to independence explain the current set of quality assurance mechanisms? Has the growth of private higher education in transition countries affected how quality assurance is conceptualised? Have quality assurance mechanisms been affected by the opening of branch campuses in transition countries?

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“…Recent reforms to accreditation have shifted its emphasis away from demonstrating that an institution satisfies minimum capacity and infrastructure standards toward a more explicit focus on an institution's plans and processes for the assessment and improvement of educational effectiveness (Eaton, 2001).…”

Section: Using Nsse In Institutional Researchmentioning

confidence: 99%

Toward reflective accountability: Using NSSE for accountability and transparency

McCormick

2009

New Drctns for Instit Rsrch

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Regional Accreditation Reform: Who is Served?

Cited by 18 publications

References 0 publications

Information Needs Perceived as Important by Leaders in Advanced Technological Education: Alignment with Community College Program Improvement Initiatives

Information Needs Perceived as Important by Leaders in Advanced Technological Education: Alignment with Community College Program Improvement Initiatives

Quality Assurance of Higher Education in Transition Countries: Accreditation -- Accountability and Assessment

Toward reflective accountability: Using NSSE for accountability and transparency

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