Shifting Alliances in the Accreditation of Higher Education: On the ...

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The most interesting parts of this dissertation, in my opinion, are the results of the interviews, and so I want to thank Wendy Payton, the Assistant Provost for Academic Affairs for George Mason University, Sandra Elman of the Northwest Commission on Colleges & Universities, Belle S. Wheelan of the Commission on Colleges of the Southern Association of Colleges and Schools, Ralph Wolff of the Western Association of Schools and Colleges’ Accrediting Commission for Senior Colleges and Universities, Barbara E. Brittingham of the New England Association of Schools and Colleges’ Commission on Institutions of Higher Education, Steven Crow of the North Central Association of Colleges of Colleges and Schools’ Higher Learning Commission, G. Jack Allen of the Commission on Colleges of the Southern Association of Colleges and Schools, and Judith Eaton of the Commission for Higher Education Accreditation for their time and their insights. It has been my good fortune to have four people who have given me unconditional support, not just for this dissertation, but throughout my life. A very big thank you to Mom, Dad, Sarah, and Gordy; I know that I am awful about writing thank you notes, remembering birthdays, or keeping straight which state or country you are visiting at any given moment, but I hope you know how much I appreciate all you have done for me. Finally, I want to thank Professor A. Lee Fritschler and Professor Catherine E. Rudder for the countless nights at the Silver Diner and for all the guidance they have provided over the past four years. The two of you have given me so much; I look forward to passing some of it along to my own students in the future. August, 2008 iv
TABLE OF CONTENTS Page Abstract…………….……………………………………………………………..…….vi 1. Introduction .............................................................................................................…1 2. Of Governance and Regulation .................................................................................12 Introduction ...............................................................................................................12 The Market System: How Efficient Is It? ................................................................13 Government Regulation: Addressing Market Failures .............................................15 Self-Regulation Theory .............................................................................................21 Self-Regulating Industries vs. Self-Regulating Professions .....................................31 Agency Theory..........................................................................................................38 3. Research Question ....................................................................................................46 4. Methodology .............................................................................................................63 5. The Accreditation of Higher Education ....................................................................72 Introduction ...............................................................................................................72 The Development of the Accreditation System: 1700s – 1940s ...............................74 “A Service to the Broader Community”: 1944 - 1990 ..............................................89 Baruch College v. Middle States: 1989 - 1991 .......................................................107 The Great Divide: 1990s - 2007..............................................................................134 6. Findings...................................................................................................................156 Introduction .............................................................................................................156 Interviews with Leaders of Regional Commissions ...............................................157 Additional Interviews..............................................................................................182 Analysis of the Findings .........................................................................................188 7. Conclusion ..............................................................................................................200 List of References ...................................................................................................204 v
Page 1 and 2: Shifting Alliances in the Accredita
Page 3: ACKNOWLEDGEMENTS Although I did the
Page 7 and 8: The agents in this case-study are r
Page 9 and 10: dynamics within that self-regulatin
Page 11 and 12: never fully defined within the arti
Page 13 and 14: considered, and the implications of
Page 15 and 16: Section Two, “A Service to the Br
Page 17 and 18: November 14, 2007. In addition to h
Page 19 and 20: The long-term consequences of the d
Page 21 and 22: differences for self-regulation the
Page 23 and 24: Government Regulation: Addressing M
Page 25 and 26: Traditionally, at least, the functi
Page 27 and 28: A variation of public and private i
Page 29 and 30: All of the aforementioned theories
Page 31 and 32: government tying the requirements o
Page 33 and 34: government might have imposed upon
Page 35 and 36: egulating regimes should be expecte
Page 37 and 38: truly regulate themselves, as oppos
Page 39 and 40: suggests that the burden of proof s
Page 41 and 42: professionals while also creating b
Page 43 and 44: of research and were attracting pro
Page 45 and 46: y the higher education community to
Page 47 and 48: These distinctions between self-reg
Page 49 and 50: Although the accreditation associat
Page 51 and 52: neatly and the accreditors were, fo
Page 53 and 54: Operational viability refers to the
Page 55 and 56:
The following chapter will transfor
Page 57 and 58:
What are the long term consequences
Page 59 and 60:
problem. Such a hypothesis would ha
Page 61 and 62:
certifies predetermined qualificati
Page 63 and 64:
Actor Designation in Political Anal
Page 65 and 66:
"(B) that consists of not less than
Page 67 and 68:
each category has its own constitue
Page 69 and 70:
Shared characteristics do not neces
Page 71 and 72:
there have been fewer major policy
Page 73 and 74:
The following chapter will explain
Page 75 and 76:
goal is not simply to test pre-exis
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NY: NOVA Science Publishers, Inc. I
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principals problem will be determin
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etween the regionals and the federa
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Introduction CHAPTER FIVE: THE ACCR
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I. The Development of the Accredita
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- and the principles of commerce -
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This ruling greatly reduced the pow
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colleges didn‘t have any admissio
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In 1905, frustrated by the federal
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Office of Education to compile a cl
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the reputations of those schools th
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Louis G. Geiger, in his written his
Page 101 and 102:
II. “A Service to the Broader Com
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apparent that the states had used a
Page 105 and 106:
the Veterans Administration, which
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meant that no proprietary school co
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affected by adverse accreditation d
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institutions. By this move of admin
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agendas of the institutions that re
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Come into the ‗70s, you have the
Page 117 and 118:
were all kinds of charges that they
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III. Baruch College v Middle States
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Several member institutions of Midd
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allocation for research.‖ 200 Per
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stated that, as requested by Middle
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Presbyterian belief must be men.‖
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of saying ―no‖ to an accreditin
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Analysis The actions taken by the M
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the letter, Dr. James F. Guyot, wro
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federal government and that, theref
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Ideology One possibility that shoul
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Middle States, it probably means eq
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Logan: That's the best guess I've g
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As noted previously, the principal-
Page 145 and 146:
The Department of Education does no
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The legislation attempted to force
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is an extremely disturbing abdicati
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faced by the regional accreditation
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education: access, affordability, a
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Their attempt at using the accredit
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The Chronicle of Higher Education a
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advocacy depends on clear, open com
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never attempted to discuss the matt
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However, if the regionals were cons
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The respondent‘s answer clearly i
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with our backs to the public, to st
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Interviews with Leaders of Regional
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Commissions: The Commission on Accr
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accalaureate degree and above in Ca
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A conscious decision was also made
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accommodating accreditation to fit
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espondents cited the increasingly i
Page 181 and 182:
The third broad category of signifi
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institutional effectiveness standar
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B) For each of those shifts, what w
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federal, state, and local governmen
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Finally, two of the responses rejec
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elow: The complete texts of the res
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shift our stance from facing the in
Page 195 and 196:
identified in the hypotheses. Rathe
Page 197 and 198:
didn‘t work out very well. And so
Page 199 and 200:
And they [the Department of Educati
Page 201 and 202:
The relative tightness of competing
Page 203 and 204:
accreditation system were not ident
Page 205 and 206:
The Baruch case suggested several a
Page 207 and 208:
accreditation… I‘m very passion
Page 209 and 210:
the regionals; certainly the insist
Page 211 and 212:
Degree of Co-Dependency between Age
Page 213 and 214:
CHAPTER SEVEN: CONCLUSION The follo
Page 215 and 216:
several reasons, among them the per
Page 217 and 218:
Bibliography 210
Page 219 and 220:
Brumbaugh, A. J. ―The Significanc
Page 221 and 222:
―Frank Newman Memorium.‖ The Sp
Page 223 and 224:
Haufler, Virginia. Public Role for
Page 225 and 226:
Mattli, Walter and Tim Büthe. ―A
Page 227 and 228:
Rupe, Manuel R.. ―Higher Educatio
Page 229 and 230:
Weiss, Samuel. ―Education Chief C
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