Quality and Innovation in American Higher Education Accreditation: The Case of the University of Phoenix

Autor/in	Bañuelos, Nidia
Titel	Quality and Innovation in American Higher Education Accreditation: The Case of the University of Phoenix
Quelle	In: History of Education, 50 (2021) 3, S.428-449 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2020.1858190
Schlagwörter	Universities; Educational History; Accreditation (Institutions); Higher Education; Educational Innovation; Federal Government; Standards; Educational Quality; Models; Federal Aid; Case Studies; Administrative Organization; Educational Change; Federal Legislation; Educational Legislation; Public Agencies; Private Colleges; Institutional Evaluation + Suchen Sie Ihr Suchwort? University; Universität; History of education; Bildungsgeschichte; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Instructional innovation; Bildungsinnovation; Bundesregierung; Standard; Quality of education; Bildungsqualität; Analogiemodell; Case study; Fallstudie; Case Study; Bildungsreform; Bundesrecht; Bildungsrecht; Schulgesetz; Öffentliche Einrichtung; Privathochschule
Abstract	In 1978, the University of Phoenix was among the first for-profit universities to receive accreditation from a prestigious regional agency: the Higher Learning Commission of the North Central Association of Colleges and Schools. Its accreditation marked a turning point in broader acceptance for the for-profit model in higher education and gave the University of Phoenix access to its primary source of revenue: federal financial aid. This case offers an example of how innovation in US higher education can happen rapidly and with relatively little controversy. The decentralised nature of accreditation means that new schools can shop around to find an accreditor that best meets their needs. Because accreditors are so closely entwined with federal actors, they will greenlight innovative programmes when they serve the federal interest. Finally, because higher educational quality is difficult to assess, accreditors can use output-based metrics, which are better at supporting novelty than input-based standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01