Investigation of one regulatory and one accrediting body pertinent to the faculty role in a higher education setting Course: Date: Introduction In the US, the quality of higher education is addressed through three main means, including accreditation, program review, and assessment…
Accreditation has the role of validating that a program or an institution meets minimum standards; nonetheless, it does not offer an indication of the degree of program quality in relation to other programs. Program review is done internally at a time interval of every 5-10 years, and considering a broad range of quantitative and qualitative indicators, designed to offer feedback for program improvement. Finally, program assessment is done by public agencies and organizations, where each might require reporting against a particular set of indicators (Shpritz & O'Mara, 2006). Assessment generally focuses on results, entails a narrower set of measures and is always continuous rather than periodic. In this paper out of the many accrediting organizations, we explore Commission on Collegiate Nursing Education (CCNE) and out of the two recognition bodies: US Department of Education-government regulation and council of Higher-Education Accreditation (CHEA)-self-regulation we explore the latter. Council of Higher-Education Accreditation (CHEA) In a nutshell, this organization is responsible of accrediting the accreditors of higher education in the US. The national organization was established to take this responsibility after the academy performed it own review of augmenting numbers of accreditors. This is generally referred to as self-regulation, as the academy is regulation itself (Myrick & Yonge, 2007). Nonetheless, accreditation of other accrediting bodies ends reality of the academy regulation, which comprises of the federal government accreditation of accrediting bodies via the department of Education. In doing so, accountability is sought via reliance upon accreditation to perform the evaluation of individual programs and institutions in an almost boundless sea of “mission”. This accountability is largely sought via evaluation of literally various transactions (assessment of learning, costs, and jobs for graduates, graduation rates) which legislation as well as regulations requires for qualification as an accrediting body commendable of opening gates to benefit from government funding. There are about 20 accrediting bodies responsible for the accreditation of institutions as well as 62 bodies responsible for the accreditation programs (such as in medicine, health professions, and law). The accrediting bodies are independent, non-governmental, as well as non-profit making organization being funded by mainly through annual subscriptions from programs and institutions. The accrediting organizations design minimum requirements, which should be satisfied in order to receive accreditation. Programs and institutions carry out self-studies basing on the standards. They are then reviewed by peers within the profession and via visiting sites and team reports. The accrediting bodies make judgments that are standard referenced via their decision-making commissions leading to awarding or denying accreditation status. Programs and institutions undergo periodic review for maintaining accredited status that is needed for accessing the federal and state funds. However, it should be noted that not all organizations are regulated by CHEA. Higher education and accreditation initiate, and drives change in regulation equation by discovering ways to meet the demands of accountability whereas maintaining, to the greatest level possible, the ingredients it deems vital, namely, self-regulation, institutional autonomy and academic freedom (Myrick & ...
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