Download College Accreditation: Managing Internal Revitalization and by J. Alstete PDF

By J. Alstete

This publication is an informative source on collage accreditation this present day and explains how faculties and universities can deal with the accreditation approach effectively. Readers will study the background of accreditation, and the way potent administration of accreditation may help inner revitalization and enhance public admire for his or her associations.

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Postsecondary education is also authorized by many of the state governments, with recognition currently granted by the Council for Higher Education Accreditation (CHEA) primarily through the regional accrediting agencies. S. government’s predecessor agencies (the Council on Postsecondary Accreditation [COPA] and the Commission on Recognition of Postsecondary Accreditation [CORPA]), the CHEA was formed in 1996 following an extensive and searching debate about the appropriate role for a national organization concerned with accreditation of higher education institutions.

These increased accreditation costs for institutions of higher education, along with general economic inflationary strains on institutions, forced an offloading of these expenses to students. The results yielded an increased scrutiny by the public and others of the answerability and the function of accreditation of colleges and universities. One example was a report in 1979 by COPA that called for “accreditation teams to begin to look for evidence of student achievement (outcomes) used for the award of credit and degrees, and make judgments about the quality of the institution in light of the adjudged student achievement compared with degrees awarded” (Casey and Harris 1979, p.

From the 1920s to the 1950s there was a wide range of quality in business education, and the discipline itself was still seeking a balance between theory and practice, and respect in academe. In 1988, the Porter-McKibbin Report stated that although a large amount of progress had been made in the past three decades (particularly regarding the quality of faculty and students), faculty needed more interaction with the corporate sector and the curriculum lacked integration and sufficient global awareness (Porter and McKibbin 1988).

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