Promoting an Inclusive Self-Study. Lessons Learned and Strategies for Accreditation.

Autor/inn/en	Jaafar, Reem; Rogers-Cooper, Justin; Lerer, Nava
Titel	Promoting an Inclusive Self-Study. Lessons Learned and Strategies for Accreditation.
Quelle	In: Higher education policy, 39 (2026) 1, S. 78-105, 345Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0952-8733; 1740-3863
Schlagwörter	Akkreditierung; Studienverhalten; Studentenschaft
Abstract	Accreditation is pivotal to upholding the quality and integrity of higher education institutions, but self-studies are also opportunities for institutional self-renewal. When conducted with transparency and prioritizing inclusivity as a strategic approach, self-studies can reveal issues for improvement that require community investments to address. Reflecting on our self-study experience at an urban community college, in this article we offer insights for practicing inclusive self-studies, including amidst global challenges such as the pandemic, a presidential transition, and racial justice protests. Notably, our inclusive approach contributed to multiple commendations in six of seven Standards for the Middle States Commission in Higher Education. This paper delineates strategies of inclusion, such as affective engagement, inclusive methodologies, empathetic narration, and structured guidance. We also detail the development and application of 20 Guide Documents that grounded our inclusive strategy into iterative process points. Through survey results and community feedback, we demonstrate the effectiveness of these approaches and discuss the importance of leveraging inclusivity not just as a tool, but as a core principle for sustaining an inclusive self-study culture beyond re-accreditation. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/4