At Inside Higher Ed Judith Eaton shares four proposals for improving the accreditation process.
1. Accelerate the current accreditation emphasis on evidence of institutional performance and student learning outcomes -
By all means, colleges must be teaching what they say they are teaching and students must be able to demonstrate that in concrete ways.
2. Break the current impasse in our debate on additional transparency about accredited status.
Most students don't even know what accreditation means much less what it means to them. But when counselors tell the students the school has it, it sounds important. Educational institutions need to do a better job of educating.
3. Build a national capacity for comparability of key features of accredited institutions
and programs.
This would be something along the lines of the B-school rankings, no? How about adding some non-accredited institutions to the list so the public can see the difference.
4. Focus on moving from threshold accreditation standards to greater rigor.
Great point! Instead of chasing the standard, why not raise the bar?
Accreditation commissions need an overall. Dare we say that it is the fopros that have
caused or contributed to this reexamination. And, if the end the student gets a better
education and society gets a better citizen and the US student becomes more equipped to compete globally, then aren't the 'thorn in the side' fopros doing a good service to higher-ed simply because they exist?
What do you think?
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