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Abstract

The paper discusses the major issues connected with the accreditation procedures in higher education system in the U.S. The questions raised are as follows: what are the reliable and credible indicators of quality instruction that could be measured in the process of accreditation of higher education institutions? How does greater transparency in the accreditation process serve students and the public? What is the role that accreditors on federal and state levels can play in improving institutional accountability or changing institutional behaviour; and hence, what are the standards and implications of federal vs. state involvement in the accreditation process? What is accreditation’s role in addressing problems raised by arbitrary denial of transfer of credit? And what role does accreditation play in assessing distance education? The paper supports the idea that high quality instruction, academic freedom, accountability and transparency should go hand in hand. Agreement should be reached between different parties involved on what to consider as reliable and credible indicators of quality instruction and how to best measure them for the purposes of accreditation. The evaluation data should be made a public knowledge to increase transparency and serve student interests. And finally, preserving the unique balanced relationship and golden medium that exists between peer review and appropriate levels of government involvement in the process of accreditation would be the best option for further development of higher education in the U.S.



Item Type: MPRA Paper -

Original Title: A Litmus Test of Academic Quality-

Language: English-

Keywords: accreditation; autonomy; accountability; regional and national standards of quality; federal and state funding of higher education; economic development; invetsment in human capital; economic growth; transparency; power struggles.-

Subjects: D - Microeconomics > D6 - Welfare Economics > D63 - Equity, Justice, Inequality, and Other Normative Criteria and MeasurementA - General Economics and Teaching > A2 - Economic Education and Teaching of Economics > A23 - GraduateI - Health, Education, and Welfare > I2 - Education and Research Institutions > I21 - Analysis of EducationZ - Other Special Topics > Z1 - Cultural Economics ; Economic Sociology ; Economic Anthropology > Z13 - Economic Sociology ; Economic Anthropology ; Social and Economic StratificationI - Health, Education, and Welfare > I2 - Education and Research Institutions > I22 - Educational Finance ; Financial AidA - General Economics and Teaching > A2 - Economic Education and Teaching of Economics > A22 - UndergraduateA - General Economics and Teaching > A1 - General Economics > A13 - Relation of Economics to Social ValuesH - Public Economics > H7 - State and Local Government ; Intergovernmental Relations > H75 - State and Local Government: Health ; Education ; Welfare ; Public PensionsA - General Economics and Teaching > A1 - General Economics > A12 - Relation of Economics to Other DisciplinesI - Health, Education, and Welfare > I2 - Education and Research Institutions > I28 - Government PolicyD - Microeconomics > D6 - Welfare Economics > D61 - Allocative Efficiency ; Cost-Benefit AnalysisH - Public Economics > H5 - National Government Expenditures and Related Policies > H52 - Government Expenditures and EducationA - General Economics and Teaching > A1 - General Economics > A14 - Sociology of Economics-





Author: Orkodashvili, Mariam

Source: https://mpra.ub.uni-muenchen.de/20394/







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