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Author: Ricardo Rodriguez (Ph.D.)
Publisher:
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 152
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Book Description
Higher education regional accreditation presents problems for colleges and universities in the Southern states. Research on regional accreditation has focused on qualitative approaches to understand how institutions experience accreditation reviews or on quantitative methodologies to examine a single issue of accreditation compliance. However, research has not examined the results of reaffirmation reviews in an entire region and in relation to institutional characteristics. This study aims to examine regional accreditation records of two-year and four-year institutions in the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)membership to understand the most challenging standards of accreditation and explore the relationship between accreditation noncompliance and institutional characteristics. Descriptive and inferential statistics were employed to analyze institutions' accreditation citations as related to selected institutional characteristics. Through a dimensionality reduction, four accreditation standards factors emerged as the most difficult to comply with for the Southern institutions (Institutional Effectiveness, Competence and Performance, Financial Stability, and Student Achievement). However, institutions significantly reduced the number of noncompliance citations by the end of the accreditation review suggesting the effectiveness of the reaffirmation process. Among other results, the size of an institution, in terms of its student enrollment, did not show a relationship to noncompliance with the Institutional Effectiveness, Competence and Performance, and Student Achievement factors; yet, larger institutions were more likely to address Financial Stability noncompliance issues than smaller institutions. Additionally, only institutional characteristics like Type of institution and Graduation rate had a significant effect on the number of accreditation citations received at the initial review stage. This study contributes to the existing regional accreditation literature by bringing attention to institutional characteristics and their role during a reaffirmation review. Further research is needed in regional accreditation to identify other issues in higher education that hinder institutions from navigating the reaffirmation review process more effectively.
Author: Ricardo Rodriguez (Ph.D.)
Publisher:
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 152
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Book Description
Higher education regional accreditation presents problems for colleges and universities in the Southern states. Research on regional accreditation has focused on qualitative approaches to understand how institutions experience accreditation reviews or on quantitative methodologies to examine a single issue of accreditation compliance. However, research has not examined the results of reaffirmation reviews in an entire region and in relation to institutional characteristics. This study aims to examine regional accreditation records of two-year and four-year institutions in the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)membership to understand the most challenging standards of accreditation and explore the relationship between accreditation noncompliance and institutional characteristics. Descriptive and inferential statistics were employed to analyze institutions' accreditation citations as related to selected institutional characteristics. Through a dimensionality reduction, four accreditation standards factors emerged as the most difficult to comply with for the Southern institutions (Institutional Effectiveness, Competence and Performance, Financial Stability, and Student Achievement). However, institutions significantly reduced the number of noncompliance citations by the end of the accreditation review suggesting the effectiveness of the reaffirmation process. Among other results, the size of an institution, in terms of its student enrollment, did not show a relationship to noncompliance with the Institutional Effectiveness, Competence and Performance, and Student Achievement factors; yet, larger institutions were more likely to address Financial Stability noncompliance issues than smaller institutions. Additionally, only institutional characteristics like Type of institution and Graduation rate had a significant effect on the number of accreditation citations received at the initial review stage. This study contributes to the existing regional accreditation literature by bringing attention to institutional characteristics and their role during a reaffirmation review. Further research is needed in regional accreditation to identify other issues in higher education that hinder institutions from navigating the reaffirmation review process more effectively.
Author: Federation of Regional Accrediting Commissions of Higher Education
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 38
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Book Description
Author: Wilma J. Roscoe
Publisher: University Press of America
ISBN: 9780819172884
Category : Education
Languages : en
Pages : 78
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Book Description
The challenge of accreditation in a modern educational environment faces such questions as how to keep an accrediting process which is independent of the government, which respects the diversity of institutions, which keeps the process open whereby institutions can set their own goals and missions and above all improve access to education for the masses and at the same time maintain the confidence of the general public that graduates measure up to the minimum levels of quality. In this volume, James Rogers discusses the current state of accreditation in the United States with special emphasis on historically black colleges and universities (HBCUs). Maxine Allen and John Austin assess the current status of HBCUs relative to accreditation. Howard Simmons focuses on the importance of blacks' participation in the accreditation process. In the appendix, Regina Norman presents a summary profile of the regional and specialized accreditation of HBCUs. Co-published with the National Association for Equal Opportunity in Higher Education.
Author: Southern Education Foundation
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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Book Description
Released in June, 2010, this publication features excerpts from presentations by Historically Black Colleges and Universities (HBCU) trustees, chancellors and presidents as well as other education experts who candidly discuss issues surrounding accreditation at a unique meeting sponsored by the Southern Education Foundation. The Southern Association of Colleges and Schools (SACS) through its Commission on Colleges is the regional accrediting agency charged by the US Department of Education with responsibility to ensure that institutions of higher education in the South conform to prescribed standards. Only institutions which are accredited are eligible to receive federal student financial aid. This publication captures exchanges of ideas and information about matters such as Board/executive relations, financial management, policymaking and oversight strategies and is "must" reading for anyone who wants to learn about best practices in higher education governance and how accrediting agencies function. Because the South's 77 historically Black colleges and universities (HBCUs) enroll such large numbers of aid-eligible students and usually have small endowments, maintenance of accreditation status is a key to institutional survival. Accreditation is a way of ensuring proper use of public resources, promote accountability, advance best practices, and promote quality student learning outcomes consistent with institutional mission. Appended are: (1) SACS Principles of Accreditation Related to Governance; (2) Biographies of Presenters, SEF Governance and Accreditation Seminar, June 2009; (3) List of Participants, SEF Governance and Accreditation Seminar, June 2009; and (4) SACS Accreditation Reaffirmation by Year for HBCUs in the Southeast Region, 2010-2019.
Author: Brent W. Poppenhagen
Publisher:
ISBN:
Category : Private schools
Languages : en
Pages : 448
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Book Description
Author: Carolyn Prager
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Book Description
Intended as a forum for the discussion of postsecondary accreditation, this book addresses pragmatic issues such as constituent satisfaction, cost, and redundant efforts, as well as such strategic concerns as accreditation's potential to provide leadership in the areas of transfer, articulation, and general education. The following 10 chapters are included: (1) "Regional Accreditation and Two-Year Colleges," by Robert S. Palinchak; (2) "Accreditation and Two-Year Branch Campuses," by Corrinne A. Caldwell and Lawrence S. Cote; (3) "The Role of Accreditation and General Education in Career Curricula," by Carolyn Prager; (4) "Cost-Benefit Analyses of Accreditation," by Charles R. Reidlinger and Carolyn Prager; (5) "Institutional Accreditation, Student Outcomes Assessment, and the Open-Ended Institution," by James C. Palmer; (6) "The President's Role in Building Internal Consensus for Accreditation," by Evan S. Dobelle; (7) "The Impact of Accreditation on Small Colleges," by Eduardo J. Marti; (8) "After Accreditation: How To Institutionalize Outcomes-Based Assessment," by G. Jeremiah Ryan; (9) "Accreditation and the Community College: Challenges and Opportunities," by Howard L. Simmons; and (10) "Sources and Information: Accreditation and the Community College," by David Deckelbaum. (MAB)
Author: Joy Ann Williamson-Lott
Publisher: Teachers College Press
ISBN: 0807759120
Category : Education
Languages : en
Pages : 177
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Book Description
"This well-researched volume explores how the Black freedom struggle and the anti-Vietnam War movement dovetailed with faculty and student activism in the South to undermine the traditional role of higher education and bring about social change. It offers a deep understanding of the vital importance of independent institutions during times of national crisis" --
Author: United States. Office of Education
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 260
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Book Description
Author: William K. Selden
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 176
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Book Description
Author: Kitty R. Coffey
Publisher: Edwin Mellen Press
ISBN:
Category : Education
Languages : en
Pages : 204
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Book Description
With this book, Drs. Coffey and Millsaps fill the need for a practical yet scholarly guide to the entire process of accreditation for any institution about to undertake this endeavor. Topics are arranged in the order that an institution will most likely need this information as it begins the accreditation process. Beginning with a basic definition of accreditation, the book expands that to include different types, traces the beginnings of accreditation, and updates this subject with future challenges. This book avoids addressing region-specific, mutable criteria, leaving such matters to publications from the various regional accrediting bodies. Instead, it includes best practices from many institutional studies and/or sources which allow readers to choose the ones most useful for their own institutions. Initial chapters deal with giving tips for the self-study director, choosing a committee structure to support the self-study, and selling the entire campus on the process, most notably by gaining the president's involvement early. the report, ways of distributing it for campus feedback, and methods of organizing the resource room. Chapters 6 and 7 give practical information about what an institution can do to insure a smooth, productive, and harmonious site visit by the visiting team. Chapters 8 and 9 deal with what occurs after the site visit, both regionally with the visiting team's report to the regional accrediting body and locally as the institution responds to any suggestions or recommendations. Finally, the last chapter invites readers to assess their entire self-study process to determine what worked well and what did not for future reference. It also reminds readers of the important benefits of undergoing such a study. And all of these topics include citations and examples from the literature of accreditation to substantiate the points made. This is a book for any administrative, faculty, or staff member of an institution who wants to learn how to conduct a successful self-study from its inception to the final response to the regional or specialized accrediting body. this topic.
