Principles of Accreditation

Dr. Claude Pressnell

TICUA, Nashville, Tennessee

Overview

• May Conference in Budapest, HU

• Presenters– Marjorie Lenn

Peace – Stephen Spangehl

• Focus on broad aspects of institutional accreditation

Overview

• Next Steps– Focus on the

institution level– Understanding the

principles of accreditation

– Accreditation is a collaborative process

Introduction

• Bologna Declaration of 1999– Easily readable and comparable degrees– Two main cycles

• Undergraduate – three years• Graduate – five years

– Masters – two years– Doctorate – three years

– System of credits (ECTS)– Student mobility– International cooperation in quality assurance

Introduction

• United States Model of Accreditation– Higher Learning

Commission– Southern Association

of Colleges and Secondary Schools

• Regional Accreditation concept

Introduction

• Participation in the United States is voluntary

• Member institutions of the regional bodies develop, amend, and approve accreditation policies

• The process of accreditation is representative, responsive, and appropriate to the types of institutions accredited.

Introduction

• Accreditation is self-regulation

• Requires institutional commitment and engagement

• Based upon the peer-review process

• Requires commitment to student learning and achievement

Introduction

• Acknowledges an institution’s prerogative to articulate its mission within the recognized context of higher education and its responsibility to show that it is accomplishing its mission.

Introduction

• Expects an institution to develop a balanced governing structure designed to promote institutional autonomy and flexibility of operation.

• Expects an institution to ensure that its programs are complemented by support structures and resources that allow total growth and development of its students.

Fundamentals of Accreditation

• Institutional Mission• Governance and

Administration• Educational Programs• Faculty• Library and Other

Learning Resources• Financial and

Physical Resources

What to Expect?

• Tuesday and Wednesday– Cover the basic principles of accreditation and

gain a working understanding of how those principles are measured

• Thursday and Friday – Workshops using the working understanding

of the principles you will begin to grapple with how to measure these issues on your campus

Tuesday

• Morning Sessions– Overview and Introduction– Mission, Purpose, Goals – Basis for Institution

Evaluation

• Afternoon Sessions– University Governance and Administration– Begin Discussions on Education Programs

Wednesday

• Morning Sessions– Finish session on Education Programs– Faculty

• Afternoon Sessions– Library and Other Learning Resources– Student Affairs and Services– Financial and Physical Resources

Thursday and Friday

• Workshops will parallel the sessions from Tuesday and Wednesday

• Each session will begin with a 10 to 15 minute briefing and then there will be one hour planning sessions followed by a 15 minute group debriefing.

Final Word

• When you leave you should:– Have a working knowledge of the core

principles of accreditation and institutional self studies

– Have a cursory understanding of where your institution matches up to these principles

– Begin the framework of a game plan on how to implement a self-study at your university

– Begin to identify key stakeholders for the process

Principles of Accreditation

Dr. Claude Pressnell

TICUA, Nashville, Tennessee