Sample records for accredited higher education

  1. Non Profit and For-Profit Higher Education Accreditation. Council for Higher Education Accreditation. Fact Sheet #7

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2012

    2012-01-01

    This fact sheet presents data provided to the Council for Higher Education Accreditation (CHEA) by accrediting organizations for accrediting activity during 2010-2011. It includes both Title IV and Non-Title IV institutions. Data are presented in the following categories: (1) Accrediting Organizations; (2) Fourteen Major For-Profit Higher…

  2. Accreditation of Prior Experiential Learning and the Development of Higher Education

    ERIC Educational Resources Information Center

    Triby, Emmanuel

    2009-01-01

    This article analyses the specificity of the French accreditation system in higher education as regards lifelong learning. The changes in higher education may thus take on a new significance. The article describes the changes that could come from wider deployment of the system in higher education. The accreditation system introduced in France in…

  3. The Contribution of Professional Accreditation to Quality Assurance in Higher Education

    ERIC Educational Resources Information Center

    de Paor, Cathal

    2016-01-01

    This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory…

  4. The Impact of Programme Accreditation on Portuguese Higher Education Provision

    ERIC Educational Resources Information Center

    Sin, Cristina; Tavares, Orlanda; Amaral, Alberto

    2017-01-01

    The paper analyses the impact of programme accreditation in Portugal further to the operations of the Agency for Assessment and Accreditation of Higher Education, which were initiated in 2009. Tracking the evolution of study programmes, the paper found that, out of the initial 5262 programmes on offer in 2009/2010, 40% have been either…

  5. Quality Assurance at a Distance: International Accreditation in Taiwan Higher Education

    ERIC Educational Resources Information Center

    Hou, Angela Yung-Chi

    2011-01-01

    In response to the global competitiveness in higher education, the government, in recent years, has encouraged Taiwan colleges and universities to seek international accreditation, which raises several questions, such as jurisdiction over national accreditation, a single set of standards for local and global quality assurance, demand for the…

  6. Accreditation and Academic Freedom. An American Association of University Professors--Council for Higher Education Accreditation Advisory Statement

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2013

    2013-01-01

    This joint American Association of University Professors-Council for Higher Education advisory statement addresses the role that accreditation plays in sustaining and enhancing academic freedom in the context of review of institutions and programs for quality. It offers five suggestions about the role of accreditation with regard to academic…

  7. Quality by Association across North-South Divides: United States Accreditation of Mexican Institutions of Higher Education

    ERIC Educational Resources Information Center

    Blanco Ramirez, Gerardo

    2013-01-01

    Institutional accreditation in higher education presents a dual reality: Accreditation is intended to hold colleges and universities accountable through external evaluation and, at the same time, accreditation constitutes an opportunity for higher education leaders to assess, improve, and communicate the quality of their undertakings. In an…

  8. Quality Assurance in Higher Education in Spain: An Overview of the Accreditation System

    ERIC Educational Resources Information Center

    Ríos, Cristina

    2015-01-01

    Accreditation has become an important issue in Spain. This paper presents an overview of Spain's accreditation system; a system which is relatively new and has evolved rapidly, fostered by legislative mandates which established accreditation bodies to regulate the quality of higher education institutions. One of the initial challenges faced by…

  9. Accreditation and Power: A Discourse Analysis of a New Regime of Governance in Higher Education

    ERIC Educational Resources Information Center

    Engebretsen, Eivind; Heggen, Kristin; Eilertsen, Heidi Annett

    2012-01-01

    This article studies discourses within the accreditation of Norwegian higher education conducted by the Norwegian Agency for Quality Assurance in Education (NOKUT), using one concrete case (the accreditation of bachelor programs in nursing). Analysis of policy documents and accreditation reports are influenced by two of Foucault's concepts of…

  10. Criteria for Accreditation in Vietnam's Higher Education: Focus on Input or Outcome?

    ERIC Educational Resources Information Center

    Nguyen, Kim D.; Oliver, Diane E.; Priddy, Lynn E.

    2009-01-01

    The purpose of this article is to analyse the development of accreditation standards and processes in Vietnam and to offer recommendations for the further progress of Vietnam's accreditation model. The authors first provide contextual details of the higher education system and then present the conceptual framework of quality assurance in relation…

  11. Quality Assurance and Accreditation in Higher Education: India vis-à-vis European Countries

    ERIC Educational Resources Information Center

    Dey, Niradhar

    2011-01-01

    Quality assurance (QA) and accreditation in higher education include the systematic management and assessment of procedures to monitor performance and to address areas of improvement. In the context of globalization, without assuring the quality of higher education programmes it is not possible to ensure credit transfer and student mobility, to…

  12. Accreditation and Quality Assurance in the Egyptian Higher Education System

    ERIC Educational Resources Information Center

    Schomaker, Rahel

    2015-01-01

    Purpose: This study aims to analyze the quality of the Egyptian accreditation system. With a view on the high competition in the domestic labor market as well as with regards to the international competitiveness of Egyptian graduates and the potential role of Egyptian universities in the international market for higher education, a high quality of…

  13. Adopting Self-Accreditation in Response to the Diversity of Higher Education: Quality Assurance in Taiwan and Its Impact on Institutions

    ERIC Educational Resources Information Center

    Chen, Karen Hui-Jung; Hou, Angela Yung-Chi

    2016-01-01

    In 2012, Taiwan implemented a dual-track quality assurance system comprising accreditation and self-accreditation in higher education institutions. Self-accrediting institutions can accredit their programs without requiring approval from external quality assurance agencies. In contrast to other countries, the Ministry of Education of Taiwan…

  14. Unified Perspective for Categorization of Educational Quality Indicators from an Accreditation Process View--Relationships between Educational Quality Indicators Defined by Accrediting Agencies in México at the Institutional and Program Level, and Those Defined by Institutions of Higher Education

    ERIC Educational Resources Information Center

    Sosa Lopez, Jorge; Salinas Yañez, Miguel Alberto; Morales Salgado, Maria Del Rocío; Reyes Vergara, Maria De Lourdes

    2016-01-01

    This research provides an introduction and background on accreditation of higher education in México focusing on FIMPES (Federation of Mexican Private Institutions of Higher Education), CACEI (Council for Accreditation and Certification of Education in Engineering), and CETYS University as a case study to establish relationships between…

  15. A Perspective on the Accreditation of Nontraditional Higher Education.

    ERIC Educational Resources Information Center

    Andrews, Grover; Harris, John

    1979-01-01

    The nontraditional education movement in postsecondary education has presented new problems for accreditation in terms of results vs process, governance, the rise of entrepreneurs, and territoriality. (JMF)

  16. Old Wine in New Bottles? A Comparison of Public and Private Accreditation Schemes in Higher Education

    ERIC Educational Resources Information Center

    Stensakera, Bjorn; Harvey, Lee

    2006-01-01

    Following national adaptations to the Bologna-declaration, accreditation is increasingly becoming the most dominant form of quality assurance of higher education in Europe. Over the last decade, national authorities have set up both institutional and programme accreditation procedures, currently accompanied by a growing number of private…

  17. The Low Submission of Private Higher Education Institution Accreditation under Coordinator of Private Universities Region XII

    ERIC Educational Resources Information Center

    Tapilatu, Jeaneke; Sailah, Illah; Hermawan, Aji

    2018-01-01

    Government with Decision No. 12 of 2012 on higher education states that every university will be authorized to operate and issue a diploma after accreditation. Accreditation is the acknowledgment of the public or external parties to the college concerned and is also a form of assessment of the quality and feasibility of institutions conducted by…

  18. Roles and Responsibilities in Student Learning and Accreditation: Views from the State Higher Education Executive Officers

    ERIC Educational Resources Information Center

    State Higher Education Executive Officers, 2007

    2007-01-01

    The Secretary of Education's Commission on the Future of Higher Education and the subsequent review of federal regulations dealing with accreditation by the U.S. Department of Education have energized a national dialogue on fundamental issues concerning student learning, quality assurance, educational effectiveness, and transfer of credit. We…

  19. Tacit Quality Leadership: Operationalized Quality Perceptions as a Source of Influence in the American Higher Education Accreditation Process

    ERIC Educational Resources Information Center

    Saurbier, Ann L.

    2013-01-01

    American post-secondary education faces unprecedented challenges in the dynamic 21st century environment. An appreciation of the higher education accreditation process, as a quality control mechanism, therefore may be seen as a significant priority. When American higher education is viewed systemically, the perceptions of quality held and…

  20. The provision of accredited higher education on dementia in six European countries: An exploratory study.

    PubMed

    Hvalič-Touzery, Simona; Skela-Savič, Brigita; Macrae, Rhoda; Jack-Waugh, Anna; Tolson, Debbie; Hellström, Amanda; de Abreu, Wilson; Pesjak, Katja

    2018-01-01

    The World Health Organization has identified developing the knowledge and skills of healthcare professionals who are involved in dementia care as a priority. Most healthcare professionals lack the necessary knowledge, skills and understanding to provide high quality dementia care. While dementia education amongst most UK university health and social care programmes is inconsistent, we know little about the provision of dementia education in European universities. To examine the provision of accredited higher education on dementia in European countries, to illustrate that it is highly variable despite universities being the major provider of education for healthcare professionals internationally. An exploratory research design was used. The providers of higher education undergraduate and postgraduate programmes in the Czech Republic, Portugal, Scotland, Slovenia, Spain, Sweden. Higher Education Institutions who provide undergraduate and postgraduate education in the fields of nursing, medicine, psychology, social work, physiotherapy, occupational therapy, and gerontology in six European countries. The data was collected using a structured questionnaire. Researchers in each country conducted an internet-based search using the websites of Higher Education Institutions to identify existing accredited dementia education. These searches revealed a lack of dementia education in undergraduate health and social care study programmes. Three of the six countries offered postgraduate study programmes on dementia. There was a significant variation amongst the countries in relation to the provision of dementia education at undergraduate, postgraduate and doctoral levels. Dementia is a global challenge and educating and upskilling the workforce is a policy imperative. To deliver the best dementia care, investment in interprofessional evidence-based education is required if we are to respond effectively and compassionately to the needs of people living with dementia and their

  1. Using International Accreditation in Higher Education to Effect Changes in Organisational Culture: A Case Study from a Turkish University

    ERIC Educational Resources Information Center

    Collins, Ian

    2015-01-01

    International accreditation is now a significant yet controversial issue in global higher education. This case study looked at the experience of an intensive English language preparatory programme within a university in Turkey going through an accreditation by a foreign institution, and assessed to what extent the project managed to foster changes…

  2. Accredited Higher Institutions, 1938. Bulletin, 1938, No. 16

    ERIC Educational Resources Information Center

    Ratcliffe, Ella B.

    1939-01-01

    An edition of the bulletin on accredited institutions of higher education has been published at approximately four-year intervals since the first issue in 1917, the last being published in 1934. It is used by university and college officers in evaluating transfer credits, by State departments of education in checking teachers' credentials, by high…

  3. Six Misconceptions about Accreditation in Higher Education: Lessons from Teacher Education

    ERIC Educational Resources Information Center

    Murray, Frank B.

    2012-01-01

    The role of accreditation is to assure that the standards that uniquely define institutions and programs are adhered to so that their increasingly high costs produce solid value. In the fall 2011 issue of "The Presidency," a publication of the American Council on Education (ACE), Terry Hartle, a senior vice-president of ACE, outlined six…

  4. Quality Assurance and Accreditation of Engineering Education in Jordan

    ERIC Educational Resources Information Center

    Aqlan, Faisal; Al-Araidah, Omar; Al-Hawari, Tarek

    2010-01-01

    This paper provides a study of the quality assurance and accreditation in the Jordanian higher education sector and focuses mainly on engineering education. It presents engineering education, accreditation and quality assurance in Jordan and considers the Jordan University of Science and Technology (JUST) for a case study. The study highlights the…

  5. "But I've Been Teaching for 20 Years...": Encouraging Teaching Accreditation for Experienced Staff Working in Higher Education

    ERIC Educational Resources Information Center

    Spowart, Lucy; Turner, Rebecca; Shenton, Deborah; Kneale, Pauline

    2016-01-01

    The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals' commitment to be…

  6. Work-Integrated Learning and Professional Accreditation Policies: An Environmental Health Higher Education Perspective

    ERIC Educational Resources Information Center

    Dunn, Louise; Nicholson, Rosemary; Ross, Kirstin; Bricknell, Lisa; Davies, Belinda; Hannelly, Toni; Lampard, Jane-Louise; Murray, Zoe; Oosthuizen, Jacques; Roiko, Anne; Wood, James

    2018-01-01

    The introduction of a new work-integrated learning (WIL) policy for university environmental health education programs seeking professional accreditation identified a number of problems. This included how to evaluate the acceptability of differing approaches to WIL for course accreditation purposes and a need to develop an agreed understanding of…

  7. Integrating the Family and Consumer Sciences Body of Knowledge into Higher Education: Eight AAFCS-Accredited Universities Explain Their Process

    ERIC Educational Resources Information Center

    Reiboldt, Wendy; Stanley, M. Sue; Coffey, Kitty R.; Whaley, Heather M.; Yazedjian, Ani; Yates, Amy M.; Kihm, Holly; Wanga, Pamela E.; Martin, Lynda; Olle, Mary; Anderson, Melinda

    2016-01-01

    This article features eight AAFCS-accredited academic units in higher education that illustrate how the Family and Consumer Sciences Body of Knowledge (FCS-BOK) can be integrated into program curricula and educational procedures or structures. Contributors represent the following educational institutions (in alphabetical order): (1) California…

  8. Accredited work-based learning: an approach for collaboration between higher education and practice.

    PubMed

    Chalmers, H; Swallow, V M; Miller, J

    2001-11-01

    This article discusses the experience of creating a programme of accredited work based learning (AWBL) for emergency nurse practitioners (ENPs) who work in an Accident and Emergency (A&E) Department in the North East of England. The initiative highlighted the challenges of collaboration with purchasers of education and with professional colleagues, other than nurses. Accredited work-based learning was seen to be an appropriate means of supporting ENP role development. Some of the drivers of the development were: the need for a rapid response to wide ranging changes in the health service; the need to ensure rigour in the quality of both education and health care; to enable participants to engage in role development with appropriate skills, confidence and competence; and to ensure that the learning programme had parity in its design with conventional university based learning. The aim was to collaborate in the creation of learning which was relevant to the Trust's drive to improve patient care which accommodated the nurses' common and individual learning needs and offered academically recognized learning opportunities in tune with the post-Dearing ethos in higher education. This aim was reached and included a great deal of learning on the part of the collaborating partners. Copyright 2001 Harcourt Publishers Ltd.

  9. Toward Trust: Recalibrating Accreditation Practices for Postsecondary Arts Education

    ERIC Educational Resources Information Center

    Warburton, Edward C.

    2018-01-01

    This article charts the influence of American accreditation policies on postsecondary arts education practices. Some commentators suggest that accreditation is a standards- and evidence-based process. I argue that trust is at the center of concerns about assessment in higher education, especially in the arts. The purpose of this article is to…

  10. Quality assurance and accreditation of engineering education in Jordan

    NASA Astrophysics Data System (ADS)

    Aqlan, Faisal; Al-Araidah, Omar; Al-Hawari, Tarek

    2010-06-01

    This paper provides a study of the quality assurance and accreditation in the Jordanian higher education sector and focuses mainly on engineering education. It presents engineering education, accreditation and quality assurance in Jordan and considers the Jordan University of Science and Technology (JUST) for a case study. The study highlights the efforts undertaken by the faculty of engineering at JUST concerning quality assurance and accreditation. Three engineering departments were accorded substantial equivalency status by the Accreditation Board of Engineering and Technology in 2009. Various measures of quality improvement, including curricula development, laboratories improvement, computer facilities, e-learning, and other supporting services are also discussed. Further assessment of the current situation is made through two surveys, targeting engineering instructors and students. Finally, the paper draws conclusions and proposes recommendations to enhance the quality of engineering education at JUST and other Jordanian educational institutions.

  11. The Balance between Higher Education Autonomy and Public Quality Assurance: Development of the Portuguese System for Teacher Education Accreditation

    ERIC Educational Resources Information Center

    Campos, Bartolo

    2004-01-01

    The accreditation systems of higher education institutions and/or programs are becoming a policy measure used to find a balance between their autonomy and public assurance concerning the quality of the qualifications they award. This article analyses, from the point of view of this balance of power, the process of development of the Portuguese…

  12. Toward a unified system of accreditation for professional preparation in health education: final report of the National Task Force on Accreditation in Health Education.

    PubMed

    Allegrante, John P; Airhihenbuwa, Collins O; Auld, M Elaine; Birch, David A; Roe, Kathleen M; Smith, Becky J

    2004-12-01

    During the past 40 years, health education has taken significant steps toward improving quality assurance in professional preparation through individual certification and program approval and accreditation. Although the profession has begun to embrace individual certification, program accreditation in health education has been neither uniformly available nor universally accepted by institutions of higher education. To further strengthen professional preparation in health education, the Society for Public Health Education (SOPHE) and the American Association for Health Education (AAHE) established the National Task Force on Accreditation in Health Education in 2001. The 3-year Task Force was charged with developing a detailed plan for a coordinated accreditation system for undergraduate and graduate programs in health education. This article summarizes the Task Force's findings and recommendations, which have been approved by the SOPHE and AAHE boards, and, if implemented, promise to lay the foundation for the highest quality professional preparation and practice in health education.

  13. Looking for High Quality Accreditation in Higher Education in Colombia

    ERIC Educational Resources Information Center

    Pérez Gama, Jesús Alfonso; Vega Vega, Anselmo

    2017-01-01

    We look for the High Quality Accreditation of tertiary education in two ways: one, involving large amount of information, including issues such as self-assessment, high quality, statistics, indicators, surveys, and field work (process engineering), during several periods of time; and the second, in relation to the information contained there about…

  14. Appreciative Accreditation: A Mixed Methods Explanatory Study of Appreciative Inquiry-Based Institutional Effectiveness Results in Higher Education

    ERIC Educational Resources Information Center

    Thibodeau, John

    2011-01-01

    This study examined the effects of using Appreciative Inquiry in accreditation and related institutional effectiveness activities within higher education. Using an explanatory participant-selection mixed methods approach, qualitative data from a series of interviews were used to explain the experiences of individuals identified from quantitative…

  15. Ethics Education in CACREP-Accredited Counselor Education Programs

    ERIC Educational Resources Information Center

    Urofsky, Robert; Sowa, Claudia

    2004-01-01

    The authors present the results of a survey investigating ethics education practices in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and counselor educators' beliefs regarding ethics education. Survey responses describe current curricular approaches to ethics education,…

  16. Making it easy to do the right thing in healthcare: Advancing improvement science education through accredited pan European higher education modules.

    PubMed

    MacRae, Rhoda; Rooney, Kevin D; Taylor, Alan; Ritters, Katrina; Sansoni, Julita; Lillo Crespo, Manuel; Skela-Savič, Brigita; O'Donnell, Barbara

    2016-07-01

    Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means that there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practise. This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practise Improvement Science, and a mapping of current Improvement Science education informed the content of the modules. A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact modules have in practise has been developed and piloted. The authors argue that there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest that if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education then it has real promise to improve the delivery, quality and design of healthcare. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Higher Education in Georgia: Assessment, Evaluation, and Accreditation. Proceedings of the Conference (Athens, Georgia, January 15-16, 1986).

    ERIC Educational Resources Information Center

    Fincher, Cameron, Ed.; And Others

    Higher education assessment, evaluation, and accreditation in Georgia are addressed in these proceedings of a 1986 conference sponsored by the University of Georgia and the Southern Association of Colleges and Schools (SACS). Panel papers cover: assessing student performance and outcomes, academic standards and needs assessment for specific…

  18. Accreditation for Armed Forces Educational Institutions.

    ERIC Educational Resources Information Center

    Tarquine, Robert Blaine

    The report established the need for educational accreditation and consolidates the various means of achieving accreditation that are available to the Armed Forces, into one accessible reference. The scope of each accrediting method is presented in detail, allowing educational officials to evaluate the methods in respect to their individual…

  19. Trivializing Teacher Education: The Accreditation Squeeze

    ERIC Educational Resources Information Center

    Johnson, Dale D.; Johnson, Bonnie; Farenga, Stephen J.; Ness, Daniel

    2005-01-01

    This book presents a critical analysis of the National Council for Accreditation of Teacher Education (NCATE). This accreditation organization has been in existence for 50 years and claims to accredit approximately 700 teacher education programs that prepare two-thirds of the nation's teachers. There is no convincing research, however, that…

  20. The Use of MOOCs in Transnational Higher Education for Accreditation of Prior Learning, Programme Delivery, and Professional Development

    ERIC Educational Resources Information Center

    Annabi, Carrie Amani; Wilkins, Stephen

    2016-01-01

    Purpose: The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students' prior learning, in programme delivery at international branch campuses, and for lecturers' professional development (PD) in transnational higher education.…

  1. Professional Accreditation for International Continuing Education.

    ERIC Educational Resources Information Center

    Edelson, Paul Jay

    It is reasonable to argue that the members of a profession are the only ones who can directly address issues of accreditation. In the context of accreditation for international continuing education, it may be argued that professional organizations in continuing education cannot function as accrediting bodies except in the sense that they determine…

  2. The Future of Accreditation

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2012-01-01

    Accreditation, the primary means of assuring and improving academic quality in U.S. higher education, has endured for more than 100 years. While accommodating many changes in higher education and society, accreditation's fundamental values and practices have remained essentially intact, affirming their sturdiness. Accreditation is a form of…

  3. Impact of Excellence Programs on Taiwan Higher Education in Terms of Quality Assurance and Academic Excellence, Examining the Conflicting Role of Taiwan's Accrediting Agencies

    ERIC Educational Resources Information Center

    Hou, Angela Yung-chi

    2012-01-01

    Higher Education Evaluation & Accreditation Council of Taiwan (HEEACT) was established in 2005 and began to accredit 76 four-year comprehensive universities and colleges in Taiwan in 2006. Commissioned officially with a dual mission, HEEACT has been encouraged to conduct various ranking research projects, including global and national ones…

  4. Teacher Education Accreditation Council Brochure

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2009

    2009-01-01

    The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree programs for professional educators--those who teach and lead in schools, pre-K through grade 12. TEAC accredits undergraduate and graduate programs, including alternate route programs, based on (1) the evidence they have that they…

  5. Perspectives on Accreditation of Postsecondary Occupational Education.

    ERIC Educational Resources Information Center

    Ward, Charles F., Ed.

    The Center for Occupational Education sponsored a National Conference on Accreditation of Public Postsecondary Occupational Education, held in Atlanta, Georgia on June 10-12, 1970. The major papers presented at that conference were: (1) "The Continuing Need for Nongovernmental Accreditation" by Frank G. Dickey, (2) "Specialized Accrediting Agency…

  6. International Accreditation as Global Position Taking: An Empirical Exploration of U.S. Accreditation in Mexico

    ERIC Educational Resources Information Center

    Blanco Ramírez, Gerardo

    2015-01-01

    Institutional accreditation in higher education holds universities accountable through external evaluation; at the same time, accreditation constitutes an opportunity for higher education leaders to demonstrate the quality of their institutions. In an increasingly global field of higher education, in which quality practices become diffused across…

  7. Accreditation Council for Graduate Medical Education accreditation and influence on perceptions of pediatric otolaryngology fellowship training experience.

    PubMed

    Bedwell, Joshua R; Choi, Sukgi; Chan, Kenny; Preciado, Diego

    2013-09-01

    The American Society of Pediatric Otolaryngology (ASPO) has set a goal of universal accreditation of fellowship programs by the Accreditation Council for Graduate Medical Education (ACGME) by 2014. This study offers data comparing trainee experience at accredited vs nonaccredited programs. To evaluate perceptions of pediatric otolaryngology fellowship training experience and to elucidate differences between those who trained in ACGME-accredited fellowships vs those who did not. Web-based survey sent to all members of ASPO, as well as recent fellowship graduate ASPO-eligible physicians. Responses were obtained in an anonymous fashion. The study population comprised 136 ASPO members who recently graduated from pediatric otolaryngology fellowship programs (36 from ACGME-accredited fellowships and 100 from nonaccredited programs). Difference in perceived fellowship experience between graduates of accredited vs nonaccredited programs, specifically, differences in service vs education perceptions. Overall, a majority (64%) of respondents agreed that standardizing the pediatric fellowship curriculum through ACGME accreditation is a worthwhile goal. Those who attended ACGME-accredited fellowships were more likely to favor accreditation vs non-ACGME graduates (83% vs 58%; P = .006). Graduates of ACGME-accredited programs were also more likely to agree that their fellowship provided adequate preparation for a career in academic medicine (100% vs 89%; P = .04), protected time for research (94% vs 60%; P < .001), vacation and academic time (94% vs 78%; P = .03), and opportunities to formally evaluate their superiors (72% vs 32%; P < .001). Non-ACGME graduates reported higher primary call frequency (0.8 days per week vs 0.2 days per week; P = .01), and attending physician participation in rounds (71% vs 53%; P = .05). Most respondents were in agreement with universal ACGME accreditation. Those having trained in accredited programs cite increased

  8. Practitioner Perceptions of Advertising Education Accreditation.

    ERIC Educational Resources Information Center

    Vance, Donald

    According to a 1981 survey, advertising practitioners place more importance on the accreditation of college advertising programs when it comes to evaluating a graduate of such a program than do the educators who must earn the accreditation. Only directors of advertising education programs in the communication-journalism area that are currently…

  9. Handbook of Accreditation. Second Edition.

    ERIC Educational Resources Information Center

    North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education.

    This handbook contains accreditation information from the North Central Association of Colleges and Schools Commission on Institutions of Higher Education, including general institutional requirements, criteria for accreditation, and policies on educational change. Chapters include: (1) "Introduction to Voluntary Accreditation and the…

  10. Guide for the Evaluation and Accreditation of Institutions in Oklahoma Higher Education.

    ERIC Educational Resources Information Center

    Oklahoma State Regents for Higher Education, Oklahoma City.

    Policies and procedures for accreditation, evaluation, and establishment of new institutions are presented. Part 1 outlines the policies and procedures for state accreditation as required by state law. These cover accreditation standards, expenses, consultants, institution's request for accreditation, institutional self-study, statistical…

  11. The Higher the Quality of Teaching the Higher the Quality of Education

    ERIC Educational Resources Information Center

    Sultana, Naveed; Yousuf, Muhammad Imran; Ud Din, Muhammad Naseer; Rehman, Sajid

    2009-01-01

    The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime,…

  12. Accreditation of Distance Learning

    ERIC Educational Resources Information Center

    Demirel, Ergün

    2016-01-01

    The higher education institutes aspire to gain reputation of quality having accreditation from internationally recognized awarding bodies. The accreditation leads and provides quality assurance for education. Although distance learning becomes a significant part of the education system in the 21st century, there is still a common opinion that the…

  13. Higher Education Literature: An Annotated Bibliography.

    ERIC Educational Resources Information Center

    White, Jane N., Ed.; Burnett, Collins W., Ed.

    An annotated bibliography on higher education is presented that is limited to programs and phenomena in two- and four-year accredited degree-granting colleges and universities. The following sections and topics are covered: (1) Historical Background and Nature and Scope of American Higher Education (ancient, medieval, and U.S. education,…

  14. Accreditation's Legal Landscape

    ERIC Educational Resources Information Center

    Graca, Thomas J.

    2009-01-01

    Like most issues in higher education, the accreditation paradigm in the United States is defined in large measure by the legal and political climate in which the academy finds itself. In the case of accreditation in particular, the legal substrate is of particular importance given the central role of accreditation in a college's ability to receive…

  15. An Overview of U.S. Accreditation. Revised November 2015

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2015-01-01

    This publication provides a general description of the key features of U.S. accreditation of higher education and recognition of accrediting organizations. Accreditation in the United States is about quality assurance and quality improvement. It is a process to scrutinize higher education institutions and programs. Accreditation is private…

  16. Accreditation of Continuing Education: The Critical Elements.

    ERIC Educational Resources Information Center

    DeSilets, Lynore D.

    1998-01-01

    Reviews the history of accreditation in nursing continuing education, describes the system and process, and identifies institutional characteristics needed before beginning the process. Uses the American Nurses Center Commission on Accreditation model. (Author/SK)

  17. Special Education Support to General Education Teachers at US Accredited Schools Abroad

    ERIC Educational Resources Information Center

    Stitt, Denise

    2010-01-01

    The purpose of this study was to identify the needs of general education teachers in U.S. accredited schools abroad when educating students with special needs in grades K-6. General education teachers in U.S. accredited schools abroad have a significant responsibility for educating students with special needs. Most of the research conducted to…

  18. What Should Gerontology Learn from Health Education Accreditation?

    ERIC Educational Resources Information Center

    Bradley, Dana Burr; Fitzgerald, Kelly

    2012-01-01

    Quality assurance and accreditation are closely tied together. This article documents the work toward a unified and comprehensive national accreditation program in health education. By exploring the accreditation journey of another discipline, the field of gerontology should learn valuable lessons. These include an attention to inclusivity, a…

  19. Accreditation and Continuous Quality Improvement in Athletic Training Education.

    ERIC Educational Resources Information Center

    Peer, Kimberly S.; Rakich, Jonathon S.

    2000-01-01

    Describes the application of the continuous quality improvement model, commonly associated with the business sector, to entry-level athletic training education programs accredited by the Commission on the Accreditation of Allied Health Education Programs. After discussing historical perspectives on athletic training education programs, the paper…

  20. Accreditation of undergraduate medical education in the Caribbean: report on the Caribbean accreditation authority for education in medicine and other health professions.

    PubMed

    van Zanten, Marta; Parkins, Lorna M; Karle, Hans; Hallock, James A

    2009-06-01

    Medical education in the Caribbean has undergone significant change and growth in the past decades. Currently, approximately 60 medical schools in the Caribbean provide medical training to a combination of domestic and international students. External quality assurance of these institutions has varied in effectiveness and scope throughout the region. The Caribbean Accreditation Authority for Education in Medicine and Other Health Professions (CAAM-HP) was established by governments of the Caribbean Community as a way to fulfill regional and local needs for a governmentally recognized quality assurance agency. To examine efficient and effective options for maintaining and improving established accreditation systems such as CAAM-HP, the Invitational Conference on Accreditation of Medical Education Programs in the Caribbean took place in May 2007 in Jamaica. The conference was hosted by CAAM-HP and the World Federation for Medical Education, with assistance from the Educational Commission for Foreign Medical Graduates. The evaluation and monitoring of undergraduate medical education programs in the Caribbean by a regional accrediting system such as CAAM-HP can help ensure the quality of the education delivered at these diverse institutions.

  1. Tension of APEL: Perceptions of Higher Education in Further Education Lecturers

    ERIC Educational Resources Information Center

    Dismore, Harriet; McDermott, Anne; Witt, Neil; Stillwell, Robert; Neville, Sophie; Stone, Mark

    2011-01-01

    This article examines the perceptions of Accrediting Prior Experiential Learning (APEL) from the point of view of lecturers delivering higher education in further education institutions. Despite the fact that APEL is recognised as potentially providing a range of benefits for higher education providers, students and employers, little research has…

  2. A Study of the Perceived Value Placed on the National Accreditation of Teacher and Educator Training Programs in American Colleges

    ERIC Educational Resources Information Center

    Shim, Holly S.

    2012-01-01

    Literature reveals that accreditation in the United States (U.S.) is a vital component of accountability to the higher education community. However, there is limited research on accreditation, specifically on the national accreditation of teacher and educator training programs. Therefore, this study is warranted in examining the perceived value…

  3. Reenvisioning Assessment for the Academy and the Accreditation Council for Pharmacy Education's Standards Revision Process

    PubMed Central

    Kelley, Katherine A.; Kuba, Sarah E.; Mason, Holly L.; Mueller, Bruce A.; Plake, Kimberly S.; Seaba, Hazel H.; Soliman, Suzanne R.; Sweet, Burgunda V.; Yee, Gary C.

    2013-01-01

    Assessment has become a major aspect of accreditation processes across all of higher education. As the Accreditation Council for Pharmacy Education (ACPE) plans a major revision to the standards for doctor of pharmacy (PharmD) education, an in-depth, scholarly review of the approaches and strategies for assessment in the PharmD program accreditation process is warranted. This paper provides 3 goals and 7 recommendations to strengthen assessment in accreditation standards. The goals include: (1) simplified standards with a focus on accountability and improvement, (2) institutionalization of assessment efforts; and (3) innovation in assessment. Evolving and shaping assessment practices is not the sole responsibility of the accreditation standards. Assessment requires commitment and dedication from individual faculty members, colleges and schools, and organizations supporting the college and schools, such as the American Association of Colleges of Pharmacy. Therefore, this paper also challenges the academy and its members to optimize assessment practices. PMID:24052644

  4. Accreditation of Medical Education in China: Accomplishments and Challenges

    ERIC Educational Resources Information Center

    Wang, Qing

    2014-01-01

    As an external review mechanism, accreditation has played a positive global role in quality assurance and promotion of educational reform. Accreditation systems for medical education have been developed in more than 100 countries including China. In the past decade, Chinese standards for basic medical education have been issued together with…

  5. The Australian Higher Education Quality Assurance Framework: From Improvement-Led to Compliance-Driven

    ERIC Educational Resources Information Center

    Shah, Mahsood; Jarzabkowski, Lucy

    2013-01-01

    The Australian government initiated a review of higher education in 2008. One of the outcomes of the review was the formation of a national regulator, the Tertiary Education Quality and Standards Agency (TEQSA), with responsibilities to: register all higher education providers, accredit the courses of the non self-accrediting providers, assure…

  6. Accredited Institutions of Postsecondary Education: Programs/Candidates.

    ERIC Educational Resources Information Center

    Harris, Sherry S., Ed.

    The annual directory lists institutions and programs evaluated by recognized accreditors and determined by their peers to meet acceptable levels of educational quality. Those institutions designated as candidates for accreditation have achieved initial recognition from their respective accrediting associations or commissions, and are progressing…

  7. International Education and Institutional Accreditation.

    ERIC Educational Resources Information Center

    Crow, Steven D.

    1988-01-01

    Questions whether voluntary self-regulation as practiced through institutional accreditation can adequately regulate expanding international education activities. Points to challenges related to legality, international linkages, curricula, and regionalism. (DMM)

  8. An Overview of U.S. Accreditation--Revised

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2012-01-01

    Accreditation in the United States is about quality assurance and quality improvement. It is a process to scrutinize higher education institutions and programs. Accreditation is private (nongovernmental) and nonprofit--an outgrowth of the higher education community and not of government. It is funded primarily by the institutions and programs that…

  9. Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

    ERIC Educational Resources Information Center

    Borders, L. DiAnne; Wester, Kelly L.; Fickling, Melissa J.; Adamson, Nicole A.

    2014-01-01

    Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral…

  10. Distant Education in 2001: Accreditation & Quality. The Accrediting Commission Looks at the Evolving Forms of Correspondence Instruction.

    ERIC Educational Resources Information Center

    National Home Study Council, Washington, DC. Accrediting Commission.

    This collection of 10 essays is the outgrowth of a 1983 Accrediting Commission meeting which examined the implications for accreditation of the "Green Chair Group" report entitled "Predicting Distant Education in the Year 2001," an earlier document containing the predictions of 25 educators and executives concerning…

  11. 78 FR 9899 - National Committee on Foreign Medical Education and Accreditation

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-12

    ... DEPARTMENT OF EDUCATION National Committee on Foreign Medical Education and Accreditation AGENCY: Office of Postsecondary Education, U.S. Department of Education, National Committee on Foreign Medical Education and Accreditation. ACTION: The purpose of this notice is to announce the upcoming meeting of the...

  12. Higher Education, 1918-1920. Bulletin, 1921, No. 21

    ERIC Educational Resources Information Center

    Zook, George F.

    1921-01-01

    Nearly every State in the Union through the State university or the State board of education, has, after inspection, accredited secondary schools located within its borders. A number of them have also published lists of accredited higher institutions. Naturally there is considerable diversity of practice among the several States, and hence, in…

  13. Accreditation system for technical education programmes in India: A critical review

    NASA Astrophysics Data System (ADS)

    Prasad, G.; Bhar, C.

    2010-05-01

    This paper gives an overview of the Indian technical education system with regard to both its quantitative and qualitative scenario and upholds the value of accreditation in quality improvement and quality assurance of educational programmes. The paper presents a comparison of accreditation systems being followed in some important countries, including India, that are signatories or provisional members of Washington Accord. It also looks into the reasons of the sparse level of accreditation work completed by the National Board of Accreditation (NBA) since its inception. While mentioning strengths of the NBA accreditation system, the paper points out some shortcomings in the policy, self-assessment questionnaire, criteria, weightage assigned to criteria and rating scheme followed by NBA. Some important recommendations have also been made to render the accreditation system more effective and acceptable to various stakeholders of the technical education sector in India.

  14. A Survey of Military Counseling Content and Curriculum among Council on Rehabilitation Education- and Council for Accreditation of Counseling and Related Educational Programs-Accredited Programs

    ERIC Educational Resources Information Center

    Stebnicki, Mark A.; Clemmons-James, Dominiquie; Leierer, Stephen

    2017-01-01

    Purpose: To determine the amount, frequency, and type of course content related to military counseling issues in Council on Rehabilitation Education (CORE)- and Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited master's-level counselor education programs. Methods: A questionnaire was sent to all CORE- and…

  15. Assessing the Quality of the Business and Management Education in Higher Education

    ERIC Educational Resources Information Center

    Lee, Lung-Sheng; Ko, Hui-Min; Wang, Mei-Tyng; Pan, Ying-Ju

    2014-01-01

    As the third-party planner and implementer of higher education institutional and program evaluations, the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) completed program evaluations for all 145 undergraduate business and management (B&M) programs in 43 universities/colleges from 2006 to 2010. In the 145 programs…

  16. Ecuador's Higher Education System in Times of Change

    ERIC Educational Resources Information Center

    Van Hoof, Hubert B.; Estrella, Mateo; Eljuri, Marie-Isabel; León, Leonardo Torres

    2013-01-01

    Ecuador's higher education system is undergoing dramatic changes. The National Constitution of 2008 and the Higher Education Law of 2010 have changed the way Ecuador's universities are funded, administered, and accredited. The importance of research was elevated and drastic changes were made to the academic qualifications and employment conditions…

  17. A Handbook of Accreditation.

    ERIC Educational Resources Information Center

    North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education.

    An overview is presented of the accreditation process of the Commission on Institutions of Higher Education, along with a brief history of how that process has evolved. The handbook is divided into the following chapters: (1) introduction (meaning and purposes of accreditation, the evaluation of the Commission's evaluative principles, and the…

  18. 78 FR 45917 - National Committee on Foreign Medical Education and Accreditation Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-30

    ... United States medical schools. Comparability of the applicable accreditation standards is an eligibility... comparable to the standards of accreditation applied to medical schools in the United States and/or reports... DEPARTMENT OF EDUCATION National Committee on Foreign Medical Education and Accreditation Meeting...

  19. Teaching Evaluation Is Very Necessary at Institutions of Higher Education

    ERIC Educational Resources Information Center

    Daren, Huang

    2009-01-01

    Government supervision over the quality of higher education by means of evaluations, examinations and verifications, or accreditations is a common international practice in terms of monitoring and controlling the quality of higher education. Many countries stipulate by law that institutions of higher education must submit to evaluation by the…

  20. German Higher Education in the Framework of the Bologna Process

    NASA Astrophysics Data System (ADS)

    Richter, Roland

    In 1997/98, the 16 German Länder tentatively agreed on the establishment of a new degree structure for German higher education in the form of Bachelors and Masters programmes. Moreover, the German government passed federal legislation that officially adopted accreditation as a new steering instrument to approve these newly established Bachelors and Masters programmes. Thus, since 1998 almost all universities, Fachhochschulen (FH), faculties, and especially the engineering departments have been busy designing new Bachelors and Masters degree programmes. On the other hand, accreditation of programmes as a means of quality assurance has become the new pre-requisite for state recognition, which is operated by an overarching national Accreditation Board that on it turn recognises agencies that accredit particular degree programmes. All these changes will be a challenge and are likely to change the overall structure of the traditional German higher education system severely.

  1. Basis of Accreditation for Educational Programs in Allied Medical Disciplines.

    ERIC Educational Resources Information Center

    Canadian Medical Association, Ottawa (Ontario).

    Designed as a guide to accreditation for educational programs in the allied medical disciplines in Canada, this report provides educators with guidelines, general requirements and requirements for specific programs. Following information on the organization, structure, goals and terminology of accreditation of allied medical programs in Canada,…

  2. Accreditation in the Professions: Implications for Educational Leadership Preparation Programs

    ERIC Educational Resources Information Center

    Pavlakis, Alexandra; Kelley, Carolyn

    2016-01-01

    Program accreditation is a process based on a set of professional expectations and standards meant to signal competency and credibility. Although accreditation has played an important role in shaping educational leadership preparation programs, recent revisions to accreditation processes and standards have highlighted attention to the purposes,…

  3. Handbook of Accreditation 1994-96.

    ERIC Educational Resources Information Center

    North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education.

    This comprehensive handbook contains accreditation materials of the North Central Association of Colleges and Schools Commission on Institutions of Higher Education. These include the general institutional requirements, the criteria for accreditation, and new policies on institutional change. The chapters are: (1) "Introduction to Voluntary…

  4. Independent Higher Education: Fifth Report on Financial and Educational Trends in the Independent Sector of American Higher Education.

    ERIC Educational Resources Information Center

    Minter, W. John; Bowen, Howard R.

    The fifth report in an annual series designed to provide timely and reliable information on the condition of the independent sector of American higher education is presented. Information was gathered from a sample of 127 institutions representative of all independent, nonprofit, accredited institutions, except free-standing professional schools…

  5. Aligning Assessments for COSMA Accreditation

    ERIC Educational Resources Information Center

    Laird, Curt; Johnson, Dennis A.; Alderman, Heather

    2015-01-01

    Many higher education sport management programs are currently in the process of seeking accreditation from the Commission on Sport Management Accreditation (COSMA). This article provides a best-practice method for aligning student learning outcomes with a sport management program's mission and goals. Formative and summative assessment procedures…

  6. Accreditation of Health Educational Programs. Part 1: Staff Working Papers.

    ERIC Educational Resources Information Center

    Study of Accreditation of Selected Health Educational Programs, Washington, DC.

    This publication contains the first set of working papers concerned with structure, financing, research, and expansion as they relate to the accreditation of health education programs conducted by professional agencies. Texts of these papers are included: (1) "Historical Introduction to Accreditation of Health Educational Programs" by W.K. Selden,…

  7. New strategies for higher professional education.

    PubMed Central

    Pietroni, R

    1992-01-01

    Since the original recommendation in 1968 for a period of higher professional education, the development of this form of education has been slow. However, in 1990 a working party was established by the education division of the Royal College of General Practitioners to report on higher professional education. This paper describes some of the early work of the working party and its recommendations with particular emphasis on educational strategies, assessment and accreditation. A flexible, learner centred approach needs to be developed to encourage autonomy. Educational strategies are described which value previous experience and allow for a shift of responsibility for learning from the teacher to the learner. PMID:1419264

  8. Formative Accreditation: Complying with Liaison Committee on Medical Education (LCME) Standards

    ERIC Educational Resources Information Center

    Wilson, Emery A.

    2007-01-01

    Liaison Committee on Medical Education (LCME) accreditation has had an important role in improving medical education as well as in verifying the quality of education in the nation's medical schools. In this manner, it also serves the interests of the public. Every eight years, medical schools undergo an accreditation process to determine whether…

  9. A Case Study of the Functional Impact of Accreditation Council for Business Schools and Programs Accreditation on Business Education at a Suburban Philadelphia Community College

    ERIC Educational Resources Information Center

    Beem, Charles Winthrop

    2017-01-01

    The topic of specialized accreditation is considered in relationship to its impact on the quality of community college business education. As higher education has entered into an era of enhanced accountability research is necessary to understand what factors may influence quality student learning and competency. This study examines the impact of…

  10. Higher Education Accreditation and the Federal Government

    ERIC Educational Resources Information Center

    Kelchen, Robert

    2017-01-01

    The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos…

  11. Quality Control in Higher Education.

    ERIC Educational Resources Information Center

    Hogarth, Charles P.

    The status of quality control in U.S. higher education is discussed with an overview of the functions and structure of public and private colleges and universities. The book is divided into seven chapters: (1) outside controls (accrediting groups, governmental groups and other groups); (2) structure (board of control, president, organization); (3)…

  12. Canada's Industry-University Co-Op Education Accreditation System and Its Inspiration for the Evaluation of China's Industry-University-Institute Cooperative Education

    ERIC Educational Resources Information Center

    Qiubo, Yang; Shibin, Wang; Zha, Qiang

    2016-01-01

    The high degree of interest that higher education systems around the world have in employability has driven the profound development of industry-university cooperative education. Canada's industry-university co-op education system has served as a model for global cooperative education, and its accreditation system guarantees the high quality of…

  13. The American College of Nurse-Midwives' dream becomes reality: The Division of Accreditation.

    PubMed

    Carrington, Betty Watts; Burst, Helen Varney

    2005-01-01

    Recognized continuously by the US Department of Education since 1982 as a specialized accrediting agency, the American College of Nurse-Midwives' Division of Accreditation (DOA) accredits not only nurse-midwifery education programs at the postbaccalaureate or higher academic level as certificate and graduate programs for registered nurses (RNs), but also precertification programs for professional midwives from other countries who are licensed as RNs in the United States. The DOA also accredits midwifery education programs for non-nurses at the postbaccalaureate or higher academic level as certificate and graduate programs, and precertification programs for professional midwives from other countries. The accreditation process is a voluntary activity involving both nurse-midwifery and/or midwifery education programs and the DOA. Present plans include another expansion of recognition: to become an institutional accreditation agency for independent and proprietary schools and to continue as a programmatic accrediting agency. Since its inception, the accreditation process has been viewed as a positive development in nurse-midwifery education.

  14. When Industries Change: The Future of Higher Education.

    ERIC Educational Resources Information Center

    Collis, David

    2001-01-01

    Factors altering the higher education industry include radical change in the type of students, necessity of lifetime education, and new technologies. These factors are increasing the entry of private-sector players. Strategic university responses may be strengthening of accreditation, cost-cutting and efficiency measures, horizontal…

  15. Basis of Accreditation for Educational Programs in Designated Health Science Professions.

    ERIC Educational Resources Information Center

    Canadian Medical Association, Ottawa (Ontario).

    Designed as a guide to accreditation for educational programs in designated health science professions in Canada, this report provides educators with guidelines, general requirements, and requirements for specific programs. Following information on the organization, structure, goals, mission, values, philosophy, and terminology of accreditation of…

  16. They Give Credit for That? Accreditation, Assessment, and Distance Learning Library Services

    ERIC Educational Resources Information Center

    Jerabek, J. Ann

    2004-01-01

    For institutions of higher education, accreditation and re-accreditation are facts of academic life. Since accreditation standards now include distance education and related support services, librarians and library administrators involved with distance learners and distance education programs need to know the published guidelines and methods for…

  17. States Moving from Accreditation to Accountability. Accreditation: State School Accreditation Policies

    ERIC Educational Resources Information Center

    Wixom, Micah Ann

    2014-01-01

    Accreditation policies vary widely among the states. Since Education Commission of the States last reviewed public school accreditation policies in 1998, a number of states have seen their legislatures take a stronger role in accountability--resulting in a move from state-administered accreditation systems to outcomes-focused state accountability…

  18. Accredited Institutions of Postsecondary Education, Programs, Candidates, 2001-2002.

    ERIC Educational Resources Information Center

    Von Alt, Kenneth A., Ed.

    A comprehensive guide to institutions of higher learning that are accredited by national and regional accrediting agencies, this annual volume has been published since 1964. Data in each entry have been provided by the accrediting bodies. Admissions officers, counselors, and employers rely upon the accurate and up-to-date information in this…

  19. Quality Differences of Higher Education and Its Determinants in a Less-Developed Country

    ERIC Educational Resources Information Center

    Sarmiento Espinel, Jaime Andrés; Silva Arias, Adriana Carolina; Van Gameren, Edwin

    2015-01-01

    Two key measures to determine the quality of higher education are the performance of students and the accreditation of a programme's quality. We analyse the difference in the distributions of the student's scores in a standardised test of economics knowledge between accredited and non-accredited undergraduate economics programmes in a…

  20. Quality Assurance in Higher Education: A Review of Literature

    ERIC Educational Resources Information Center

    Ryan, Tricia

    2015-01-01

    This paper examines the literature surrounding quality assurance in global higher education. It provides an overview of accreditation as a mechanism to ensure quality in higher education, examines models of QA, and explores the concept of quality (including definitions of quality and quality assurance). In addition, this paper provides a review of…

  1. Using the National Survey of Student Engagement for Accreditation: The National Council for Accreditation of Teacher Education as an Example

    ERIC Educational Resources Information Center

    McKitrick, Sean A.

    2005-01-01

    The National Council for Accreditation of Teacher Education (NCATE) accredits more than half of the colleges of education in the United States. Several of its standards require teacher preparation programs to emphasize diversity in their curricula and to demonstrate that they are developing a professional environment wherein acceptance of varying…

  2. Undergraduate homeopathy education in Europe and the influence of accreditation.

    PubMed

    Viksveen, Petter; Steinsbekk, Aslak

    2011-10-01

    The safety of patients consulting with practitioners of complementary and alternative medicine (CAM) partially depends on practitioners' competence, and thus the standard of undergraduate education. Describe undergraduate homeopathy courses in Europe, student/graduate numbers and whether there were differences between recognised/accredited and non-recognised/non-accredited courses. Cross sectional survey of current homeopathy undergraduate education in Europe in 2008. Data from 145 (94.8%) out of 153 identified courses were collected. Eighty-five (55.6%) responded to a questionnaire survey. For others some data was extracted from their websites. Only data from the questionnaire survey is used for the main analysis. The average course in the questionnaire survey had 47 enrolled students and 142 graduates, and lasted 3.6 years part-time. An estimated 6500 students were enrolled and 21,000 had graduated from 153 identified European undergraduate homeopathy courses. Out of 85 courses most had entry requirements and provided medical education (N = 48) or required students to obtain this competence elsewhere (N = 33). The average number of teaching hours were 992 (95% confidence interval (CI) 814, 1170) overall, with 555 h (95%CI 496, 615) for homeopathy. Four out of five courses were recognised/accredited. Recognised/accredited part-time courses lasted significantly longer than non-recognised/non-accredited courses (difference 0.6 years, 95%CI 0.0-1.2, P = 0.040), and offered significantly larger numbers of teaching hours in homeopathy (difference 167 h, 95%CI 7-327, P = 0.041). About 6500 currently enrolled students are doing undergraduate homeopathy education in Europe and 21,000 have graduated from such courses over a period of about 30 years. Undergraduate homeopathy education in Europe is heterogeneous. Recognised/accredited courses are more extensive with more teaching hours. Copyright © 2011 Elsevier Ltd. All rights reserved.

  3. Balancing Stakeholders' Interests in Evolving Teacher Education Accreditation Contexts

    ERIC Educational Resources Information Center

    Elliott, Alison

    2008-01-01

    While Australian teacher education programs have long had rigorous accreditation pathways at the University level they have not been subject to the same formal public or professional scrutiny typical of professions such as medicine, nursing or engineering. Professional accreditation for teacher preparation programs is relatively new and is linked…

  4. Policy Priorities for Accreditation Put Quality College Learning at Risk

    ERIC Educational Resources Information Center

    Schneider, Carol Geary

    2016-01-01

    Ensuring the quality of college learning is, beyond doubt, the most important responsibility of higher education accreditation. Yet, almost no one currently thinks that accreditation, especially at the institutional level, is what it should be for twenty-first-century students and institutions of higher education. In this article, the author…

  5. Accreditations as Local Management Tools

    ERIC Educational Resources Information Center

    Cret, Benoit

    2011-01-01

    The development of accreditation agencies within the Higher Education sector in order to assess and guarantee the quality of services or product is still a growing phenomenon in Europe. Accreditations are conceived by institutional authors and by authors who directly deal with quality assurance processes as a means of legitimization or a means of…

  6. Accreditation the Education Development Centers of Medical-Sciences Universities: Another Step toward Quality Improvement in Education

    PubMed Central

    Haghdoost, AA; Momtazmanesh, N; Shoghi, F; Mohagheghi, M; Mehrolhassani, MH

    2013-01-01

    Background: In order to improve the quality of education in universities of medical sciences (UMS), and because of the key role of education development centers (EDCs), an accreditation scheme was developed to evaluate their performance. Method: A group of experts in the medical education field was selected based on pre-defined criteria by EDC of Ministry of Health and Medical education. The team, worked intensively for 6 months to develop a list of essential standards to assess the performance of EDCs. Having checked for the content validity of standards, clear and measurable indicators were created via consensus. Then, required information were collected from UMS EDCs; the first round of accreditation was carried out just to check the acceptability of this scheme, and make force universities to prepare themselves for the next factual round of accreditation. Results: Five standards domains were developed as the conceptual framework for defining main categories of indicators. This included: governing and leadership, educational planning, faculty development, assessment and examination and research in education. Nearly all of UMS filled all required data forms precisely with minimum confusion which shows the practicality of this accreditation scheme. Conclusion: It seems that the UMS have enough interest to provide required information for this accreditation scheme. However, in order to receive promising results, most of universities have to work intensively in order to prepare minimum levels in all required standards. However, it seems that in long term, implementation of a valid accreditation scheme plays an important role in improvement of the quality of medical education around the country. PMID:23865031

  7. Accreditation the Education Development Centers of Medical-Sciences Universities: Another Step toward Quality Improvement in Education.

    PubMed

    Haghdoost, Aa; Momtazmanesh, N; Shoghi, F; Mohagheghi, M; Mehrolhassani, Mh

    2013-01-01

    In order to improve the quality of education in universities of medical sciences (UMS), and because of the key role of education development centers (EDCs), an accreditation scheme was developed to evaluate their performance. A group of experts in the medical education field was selected based on pre-defined criteria by EDC of Ministry of Health and Medical education. The team, worked intensively for 6 months to develop a list of essential standards to assess the performance of EDCs. Having checked for the content validity of standards, clear and measurable indicators were created via consensus. Then, required information were collected from UMS EDCs; the first round of accreditation was carried out just to check the acceptability of this scheme, and make force universities to prepare themselves for the next factual round of accreditation. Five standards domains were developed as the conceptual framework for defining main categories of indicators. This included: governing and leadership, educational planning, faculty development, assessment and examination and research in education. Nearly all of UMS filled all required data forms precisely with minimum confusion which shows the practicality of this accreditation scheme. It seems that the UMS have enough interest to provide required information for this accreditation scheme. However, in order to receive promising results, most of universities have to work intensively in order to prepare minimum levels in all required standards. However, it seems that in long term, implementation of a valid accreditation scheme plays an important role in improvement of the quality of medical education around the country.

  8. Achievements and Lessons Learned from Vietnam's Higher Education Quality Assurance System after a Decade of Establishment

    ERIC Educational Resources Information Center

    Nguyen, Huu Cuong; Ta, Thi Thu Hien; Nguyen, Thi Thu Huong

    2017-01-01

    Higher education quality assurance and accreditation were officially implemented in Vietnam over twelve years ago. From a totally centralized model, Vietnam's accreditation system has been becoming more independent, especially with the establishment of accrediting agencies. The first accreditation certificates were also awarded to universities…

  9. Cross-sectional description of nursing and midwifery pre-service education accreditation in east, central, and southern Africa in 2013.

    PubMed

    McCarthy, Carey F; Gross, Jessica M; Verani, Andre R; Nkowane, Annette M; Wheeler, Erica L; Lipato, Thokozire J; Kelley, Maureen A

    2017-07-24

    In 2013, the World Health Organization issued guidelines, Transforming and Scaling Up Health Professional Education and Training, to improve the quality and relevance of health professional pre-service education. Central to these guidelines was establishing and strengthening education accreditation systems. To establish what current accreditation systems were for nursing and midwifery education and highlight areas for strengthening these systems, a study was undertaken to document the pre-service accreditation policies, approaches, and practices in 16 African countries relative to the 2013 WHO guidelines. This study utilized a cross-sectional group survey with a standardized questionnaire administered to a convenience sample of approximately 70 nursing and midwifery leaders from 16 countries in east, central, and southern Africa. Each national delegation completed one survey together, representing the responses for their country. Almost all countries in this study (15; 94%) mandated pre-service nursing education accreditation However, there was wide variation in who was responsible for accrediting programs. The percent of active programs accredited decreased by program level from 80% for doctorate programs to 62% for masters nursing to 50% for degree nursing to 35% for diploma nursing programs. The majority of countries indicated that accreditation processes were transparent (i.e., included stakeholder engagement (81%), self-assessment (100%), evaluation feedback (94%), and public disclosure (63%)) and that the processes were evaluated on a routine basis (69%). Over half of the countries (nine; 56%) reported limited financial resources as a barrier to increasing accreditation activities, and seven countries (44%) noted limited materials and technical expertise. In line with the 2013 WHO guidelines, there was a strong legal mandate for nursing education accreditation as compared to the global average of 50%. Accreditation levels were low in the programs that produce

  10. Accreditation of Allied Medical Education Programs.

    ERIC Educational Resources Information Center

    American Medical Association, Chicago, IL. Council on Medical Education.

    Prepared by the Council on Medical Education of the American Medical Association with the cooperation of collaborating organizations, this document is a collection of guidelines for accredited programs for medical assistants, nuclear medicine technology, orthopedic assistants, radiation therapy technology, and radiologic technologists. The…

  11. A Synthesis Model of Sustainable Market Orientation: Conceptualization, Measurement, and Influence on Academic Accreditation--A Case Study of Egyptian-Accredited Faculties

    ERIC Educational Resources Information Center

    Abou-Warda, Sherein H.

    2014-01-01

    Higher education institutions are increasingly concerned about accreditation. Although sustainable market orientation (SMO) bears on academic accreditation, to date, no study has developed a valid scale of SMO or assessed its influence on accreditation. The purpose of this paper is to construct and validate an SMO scale that was developed in…

  12. Accreditation status of U.S. military graduate medical education programs.

    PubMed

    De Lorenzo, Robert A

    2008-07-01

    Military graduate medical education (GME) comprises a substantial fraction of U.S. physician training capacity. The wars in Iraq and Afghanistan have placed substantial stress on military medicine, and lay and professional press accounts have raised awareness of the effects on military GME. To date, however, objective data on military GME quality remains sparse. Determine the accreditation status of U.S. military GME programs. Additionally, military GME program data will be compared to national (U.S.) accreditation lengths. Retrospective review of Accreditation Council for Graduate Medical Education (ACGME) data. All military-sponsored core programs in specialties with at least three residencies were included. Military-affiliated but civilian-sponsored programs were excluded. The current and past cycle data were used for the study. For each specialty, the current mean accreditation length and the net change in cycle was calculated. National mean accreditation lengths by specialty for 2005 to 2006 were obtained from the ACGME. Comparison between the overall mean national and military accreditation lengths was performed with a z test. All other comparisons employed descriptive statistics. Ninety-nine military programs in 15 specialties were included in the analysis. During the study period, 1 program was newly accredited, and 6 programs had accreditation withdrawn or were closed. The mean accreditation length of the military programs was 4.0 years. The overall national mean for the same specialties is 3.5 years (p < 0.01). In previous cycles, 68% of programs had accreditation of 4 years or longer, compared to 70% in the current cycle, while 13% had accreditation of 2 years or less in the previous cycle compared to 14% in the current cycle. Ten (68%) of the military specialties had mean accreditation lengths greater than the national average, while 5 (33%) were below it. Ten (68%) specialties had stable or improving cycle lengths when compared to previous cycles

  13. Managing the Quality of Cross-Border Higher Education in Zimbabwe

    ERIC Educational Resources Information Center

    Garwe, Evelyn Chiyevo

    2015-01-01

    A study on investigating the issues of quality associated with cross-border higher education was carried out using the case study approach focusing on Zimbabwe. The methodology involved document analysis of the cases of regulation and accreditation of cross-border higher education providers and assessment of qualifications acquired from foreign…

  14. Regulatory Relief for Accreditation. Position Paper

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2017

    2017-01-01

    The purpose of this Council for Higher Education Accreditation Position Paper is to offer proposals for the reduction of federal regulation as this applies to accreditation, whether in law, regulation or sub-regulatory guidance, acknowledging that the major challenge is at the regulatory/subregulatory levels. This reduction is not intended nor…

  15. Redesigning Regional Accreditation: The Impact on Institutional Planning

    ERIC Educational Resources Information Center

    Jackson, Rudolph S.; Davis, Jimmy H.; Jackson, Francesina R.

    2010-01-01

    Regional accreditation, the "gold standard" of higher education institutional quality, has been around at least since the 1850s (Ewell 2008). In "U.S. Accreditation and the Future of Quality Assurance," Ewell (2008) describes four distinct periods in the history of accreditation in the United States, which range from defining a college to the…

  16. Perceptions of Leaders and Clinician Educators on the Impact of International Accreditation.

    PubMed

    Archuleta, Sophia; Ibrahim, Halah; Stadler, Dora J; Shah, Nina G; Chew, Nicholas W; Cofrancesco, Joseph

    2015-11-01

    Graduate medical education (GME) is responding to calls for reform by adopting competency-based frameworks and, in some countries, by rapidly implementing external accreditation systems. The Accreditation Council for Graduate Medical Education International (ACGME-I) began accrediting institutions in 2009. This study aimed to describe ACGME-I-accredited institutions and explore perceptions of their leaders and clinician educators (CEs) regarding preparedness, challenges, and initial impact of accreditation. Cross-sectional surveys of all ACGME-I-accredited institutions' leaders and CEs were conducted from June 2013 to June 2014. Eligible participants were identified through institution Web sites and GME offices. Combinations of Web- and paper-based surveys were employed. Completed surveys were received from 24 (70.6%) of 34 institutional leaders and 274 (76.3%) of 359 CEs, representing 3 countries, 8 academic medical centers, 2 affiliated teaching hospitals, and 47 residency programs. Leaders and CEs felt prepared in the domains of knowledge and implementation of the competencies. Top challenges were excessive "demands on faculty time" and "bureaucratic procedures." The majority of both groups perceived a positive impact of accreditation on all learner, faculty, institution, and patient outcomes; most perceived no impact on patient satisfaction. Overall, 79.2% of leaders and 75.8% of CEs agreed or strongly agreed that seeking ACGME-I accreditation was worthwhile. This study indicates that despite the challenges identified, initial perceptions of the impact of ACGME-I accreditation are positive. Findings from this study may be useful to institutions and countries considering similar GME reform, though long-term outcome data are needed.

  17. SU-B-213-00: Education Council Symposium: Accreditation and Certification: Establishing Educational Standards and Evaluating Candidates Based on these Standards

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    NONE

    The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

  18. Accreditation in the USA: Origins, Developments and Future Prospects. Improving the Managerial Effectiveness of Higher Education.

    ERIC Educational Resources Information Center

    El-Khawas, Elaine

    This study analyzes the accreditation experience in the United States with special emphasis on the issues and decisions that surrounded the development of evaluation procedures and standards. Attention is given to the relationship between accrediting agencies and governmental agencies, the effect of accrediting requirements on the way that…

  19. Trends in Accreditation Council for Graduate Medical Education Accreditation for Subspecialty Fellowship Training in Plastic Surgery.

    PubMed

    Silvestre, Jason; Serletti, Joseph M; Chang, Benjamin

    2018-05-01

    The purposes of this study were to (1) determine the proportion of plastic surgery residents pursuing subspecialty training relative to other surgical specialties, and (2) analyze trends in Accreditation Council for Graduate Medical Education accreditation of plastic surgery subspecialty fellowship programs. The American Medical Association provided data on career intentions of surgical chief residents graduating from 2014 to 2016. The percentage of residents pursuing fellowship training was compared by specialty. Trends in the proportion of accredited fellowship programs in craniofacial surgery, hand surgery, and microsurgery were analyzed. The percentage of accredited programs was compared between subspecialties with added-certification options (hand surgery) and subspecialties without added-certification options (craniofacial surgery and microsurgery). Most integrated and independent plastic surgery residents pursued fellowship training (61.8 percent versus 49.6 percent; p = 0.014). Differences existed by specialty from a high in orthopedic surgery (90.8 percent) to a low in colon and rectal surgery (3.2 percent). From 2005 to 2015, the percentage of accredited craniofacial fellowship programs increased, but was not significant (from 27.8 percent to 33.3 percent; p = 0.386). For hand surgery, the proportion of accredited programs that were plastic surgery (p = 0.755) and orthopedic surgery (p = 0.253) was stable, whereas general surgery decreased (p = 0.010). Subspecialty areas with added-certification options had more accredited fellowships than those without (100 percent versus 19.2 percent; p < 0.001). There has been slow adoption of accreditation among plastic surgery subspecialty fellowships, but added-certification options appear to be highly correlated.

  20. Russian Higher Education and European Standards of Quality Assurance

    ERIC Educational Resources Information Center

    Motova, Galina; Pykko, Ritta

    2012-01-01

    This article considers the relevance and implementation of European approaches to quality assurance in the context of the Russian educational system. It covers the issues of transformation of the higher education system during the post-Soviet period, specific features of the state accreditation system, the impact of the European Standards and…

  1. Sharing Accreditation.

    ERIC Educational Resources Information Center

    Horrocks, Norman

    1984-01-01

    Reports on conference convened by Association for Library and Information Science Education for discussion of library school accreditation by 17 library-related associations and agencies. Highlights include accreditation models, accrediting information science, records management, special librarians, certification for archivists, M.L.S. in…

  2. In Search of Coherence: A View from the Accreditation Council for Graduate Medical Education

    ERIC Educational Resources Information Center

    Leach, David C.

    2005-01-01

    The Conjoint Committee on Continuing Medical Education has developed a position paper, a set of recommendations, and next steps in the reform of continuing medical education (CME). The Accreditation Council for Graduate Medical Education (ACGME) sets standards for and accredits residency programs in graduate medical education and is not directly…

  3. The Path to Excellence: Quality Assurance in Higher Education. ASHE-ERIC Higher Education Research Reports, No. 1. FYI Executive Summary.

    ERIC Educational Resources Information Center

    Marcus, Lawrence R.; And Others

    There is an increasing interest by government in accountability for higher education. Efforts such as performance budgeting, performance auditing, and state review of academic programs are becoming more common. Opponents of government involvement assert that regional accreditation reviews are sufficient to maintain quality standards. However,…

  4. Essentials and guidelines of an accredited educational program for the radiographer.

    PubMed

    1980-01-01

    The Essentials were initially adopted in 1944, and revised in 1955, 1969, and 1978. They were adopted by the American College of Radiology, the American Medical Association, The American Society of Radiologic Technologists, and the Program Review Committee of the Joint Review Committee on Education in Radiologic Technology. The Essentials, which represent the minimum accreditation standards for an educational program, are printed here in regular type face. The extent to which a program complies with these standards determines its accreditation status; the Essentials, therefore, include all requirements for which an accredited program is held accountable. The Guidelines, explanatory documents that clarify the Essentials, are printed in italic. Guidelines provide examples, etc., to assist in interpreting the Essentials.

  5. Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Midwifery Education Accreditation Council

    ERIC Educational Resources Information Center

    US Department of Education, 2010

    2010-01-01

    The Midwifery Education Accreditation Council (MEAC) is both a programmatic and an institutional accreditor. It accredits direct-entry midwifery educational programs and institutions awarding degrees and certificates throughout the United States. MEAC accredits or pre-accredits two programs and eight institutions located in nine states. Four of…

  6. Accreditation: "Federalization" or "Nationalization?" Annual Report of the Executive Director National Commission on Accrediting.

    ERIC Educational Resources Information Center

    National Commission on Accrediting, Washington, DC.

    Critics have stated that the present system of accreditation stifles innovation. Because of this, a proposal has been made by the United States Office of Education to develop its own standards for deciding which colleges and universities should receive federal funds. Therefore, institutions of higher education would be subjected to both…

  7. COAMFTE accreditation and California MFT licensing exam success.

    PubMed

    Caldwell, Benjamin E; Kunker, Shelly A; Brown, Stephen W; Saiki, Dustin Y

    2011-10-01

    Professional accreditation of graduate programs in marital and family therapy (MFT) is intended to ensure the strength of the education students receive. However, there is great difficulty in assessing the real-world impact of accreditation on students. Only one measure is applied consistently to graduates of all MFT programs, regardless of accreditation status: licensure examinations. Within California, COAMFTE-accredited, regionally (WASC) accredited, and state-approved programs all may offer degrees qualifying for licensure. Exam data from 2004, 2005, and 2006 (n = 5,646 examinees on the Written Clinical Vignette exam and n = 3,408 first-time examinees on the Standard Written Exam) were reviewed to determine the differences in exam success among graduates of programs at varying levels of accreditation. Students from COAMFTE-accredited programs were more successful on both California exams than were students from other WASC-accredited or state-approved universities. There were no significant differences between (non-COAMFTE) WASC-accredited universities and state-approved programs. Differences could be related to selection effects, if COAMFTE programs initially accept students of higher quality. Implications for therapist education and training are discussed. © 2011 American Association for Marriage and Family Therapy.

  8. Developing online accreditation education resources for health care services: An Australian Case Study.

    PubMed

    Pereira-Salgado, Amanda; Boyd, Leanne; Johnson, Matthew

    2017-02-01

    In 2013, 'National Safety and Quality Health Service Standards' accreditation became mandatory for most health care services in Australia. Developing and maintaining accreditation education is challenging for health care services, particularly those in regional and rural settings. With accreditation imminent, there was a need to support health care services through the process. A needs analysis identified limited availability of open access online resources for national accreditation education. A standardized set of online accreditation education resources was the agreed solution to assist regional and rural health care services meet compulsory requirements. Education resources were developed over 3 months with project planning, implementation and assessment based on a program logic model. Resource evaluation was undertaken after the first 3 months of resource availability to establish initial usage and stakeholder perceptions. From 1 January 2015 to 31 March 2015, resource usage was 20 272, comprising 12 989 downloads, 3594 course completions and 3689 page views. Focus groups were conducted at two rural and one metropolitan hospital (n = 16), with rural hospitals reporting more benefits. Main user-based recommendations for future resource development were automatic access to customizable versions, ensuring suitability to intended audience, consistency between resource content and assessment tasks and availability of short and long length versions to meet differing users' needs. Further accreditation education resource development should continue to be collaborative, consider longer development timeframes and user-based recommendations. © The Author 2016. Published by Oxford University Press in association with the International Society for Quality in Health Care. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  9. Peterson's Register of Higher Education. 1990. Third Edition.

    ERIC Educational Resources Information Center

    Wells, John, Ed.; And Others

    This reference book on accredited institutions of higher education in the United States provides profiles of over 3,500 colleges and universities. The Guide is organized into three major sections: institutional profiles (arranged alphabetically by institution name); appendixes; and indexes. An introduction presents criteria for inclusion, data…

  10. Accrediting Professional Education: Research and Policy Issues.

    ERIC Educational Resources Information Center

    Koff, Robert H.; Florio, David H.

    Research and legal issues that relate to accreditation policy questions for schools, colleges, and departments of education are reviewed, and strategies for integrating empirical information and social/professional values are presented. The discussion divides into three sections: (1) information concerning a variety of contextual issues that…

  11. Is Accreditation Accountable? The Continuing Conversation between Accreditation and the Federal Government. CHEA Monograph Series 2003, Number 1

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2003-01-01

    This monograph addresses key issues in the current discussion between accreditation and the federal government relative to accountability and higher education. The reauthorization of the Higher Education Act (HEA) now being discussed in Congress is driving this issue to the top of the academic agenda. The paper describes some of the accountability…

  12. Capital and Knowledge Flows: Global Higher Education Markets

    ERIC Educational Resources Information Center

    Luke, Carmen

    2005-01-01

    Accelerating global flows of people and information have formed new communities and networks across social and political borders. Higher education is one such globalised knowledge community in which new patterns of knowledge, accreditation, research alliances, and social and professional relationships are emerging. In this paper I outline the…

  13. Graduate Students' Perception of Standards and Accreditation in Higher Education in Turkey: A Qualitative Analysis

    ERIC Educational Resources Information Center

    Yüksel, Ismail

    2013-01-01

    My aim in this this study was to investigate graduate students' perceptions about the concepts of standard and accreditation and their views on the problems of accreditation in Turkey. I conducted research on 26 graduate students in Eskisehir Osmangazi University, Turkey. I administered an open-ended questionnaire consisting of four questions to…

  14. An outcome-based assessment process for accrediting computing programmes

    NASA Astrophysics Data System (ADS)

    Harmanani, Haidar M.

    2017-11-01

    The calls for accountability in higher education have made outcome-based assessment a key accreditation component. Accreditation remains a well-regarded seal of approval on college quality, and requires the programme to set clear, appropriate, and measurable goals and courses to attain them. Furthermore, programmes must demonstrate that responsibilities associated with the goals are being carried out. Assessment leaders face various challenges including process design and implementation, faculty buy-in, and resources availability. This paper presents an outcome-based assessment approach that facilitates faculty participation while simplifying the assessment and reporting processes through effective and meaningful visualisation. The proposed approach has been implemented and used for the successful ABET accreditation of a computer science programme, and can be easily adapted to any higher education programme.

  15. Spellings Wants to Use Accreditation as a Cudgel

    ERIC Educational Resources Information Center

    Bollag, Burton

    2006-01-01

    When the federal Commission on the Future of Higher Education delivered its final report to the secretary of education in September, accreditors and many higher-education leaders breathed a small sigh of relief. The document did not endorse an early recommendation that the current accreditation system be completely dismantled. Now, though, just a…

  16. Accreditation and Educational Quality: Are Students in Accredited Programs More Academically Engaged?

    ERIC Educational Resources Information Center

    Cole, James S.; Cole, Shu T.

    2008-01-01

    There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…

  17. Accreditation in Kinesiology: The Process, Criticism and Controversy, and the Future

    ERIC Educational Resources Information Center

    Templin, Thomas J.; Blankenship, Bonnie Tjeerdsma

    2007-01-01

    The question of accreditation has been quite controversial in higher education. Some consider accreditation as a necessary "evil" while others reject it outright. It is a process designed to promote quality assurance and improvement in institutions and programs, yet one mired in various issues. While accreditation is controversial in a number of…

  18. Accreditation Fact Sheet.

    ERIC Educational Resources Information Center

    National Association of Private, Nontraditional Schools and Colleges, Grand Junction, CO.

    Questions and answers concerning accreditation of postsecondary institutions are presented, along with a list of personal/organizational sources and bibliographical sources of information. Information is provided on the following: accreditation and its origin, the Council on Postsecondary Accreditation, the U.S. Department of Education, the…

  19. An Outcome-Based Assessment Process for Accrediting Computing Programmes

    ERIC Educational Resources Information Center

    Harmanani, Haidar M.

    2017-01-01

    The calls for accountability in higher education have made outcome-based assessment a key accreditation component. Accreditation remains a well-regarded seal of approval on college quality, and requires the programme to set clear, appropriate, and measurable goals and courses to attain them. Furthermore, programmes must demonstrate that…

  20. Beyond Accreditation: What Defines a Quality Funeral Service Education Program? An Investigation of the Relationship between Educational Correlates and Program Quality in Funeral Service Education

    ERIC Educational Resources Information Center

    Fritch, John Bradley

    2011-01-01

    This study sought to determine what defines a quality funeral service education program beyond accreditation. The study examined the opinions of funeral service education chairs (N = 45, representing 80% of the population) who are leaders of funeral service education programs accredited by the American Board of Funeral Service Education.…

  1. Schools of Education: Legal and Political Issues of Accreditation

    ERIC Educational Resources Information Center

    Koff, Robert H.; Florio, David H.

    1977-01-01

    A policy-making forum created to examine substantive issues related to the formulation of a national accreditation policy for schools of education will help sort out and accommodate differences in ideological positions. (Author)

  2. Accreditation in the Profession of Psychology: A Cautionary Tale

    ERIC Educational Resources Information Center

    Maiden, Robert; Knight, Bob G.; Howe, Judith L.; Kim, Seungyoun

    2012-01-01

    This article examines the history of accreditation in psychology and applies the lessons learned to the Association for Gerontology in Higher Education's (AGHE) consideration of forming an organization to accredit programs in gerontology. The authors identify the challenges met and unmet, the successes and failures, and the key issues that emerged…

  3. Impact of Accreditation Actions: A Case Study of Two Colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges

    ERIC Educational Resources Information Center

    Patel, Dipte D.

    2012-01-01

    The United States is unique with it non-governmental peer-review based accreditation system for oversight of higher education for quality assurance and improvement. In a triad relationship with federal and state governments for accountability, accreditation associations are the designated gatekeeper for federal financial assistance. Therefore,…

  4. Environmental engineering education: examples of accreditation and quality assurance

    NASA Astrophysics Data System (ADS)

    Caporali, E.; Catelani, M.; Manfrida, G.; Valdiserri, J.

    2013-12-01

    Environmental engineers respond to the challenges posed by a growing population, intensifying land-use pressures, natural resources exploitation as well as rapidly evolving technology. The environmental engineer must develop technically sound solutions within the framework of maintaining or improving environmental quality, complying with public policy, and optimizing the utilization of resources. The engineer provides system and component design, serves as a technical advisor in policy making and legal deliberations, develops management schemes for resources, and provides technical evaluations of systems. Through the current work of environmental engineers, individuals and businesses are able to understand how to coordinate society's interaction with the environment. There will always be a need for engineers who are able to integrate the latest technologies into systems to respond to the needs for food and energy while protecting natural resources. In general, the environment-related challenges and problems need to be faced at global level, leading to the globalization of the engineering profession which requires not only the capacity to communicate in a common technical language, but also the assurance of an adequate and common level of technical competences, knowledge and understanding. In this framework, the Europe-based EUR ACE (European Accreditation of Engineering Programmes) system, currently operated by ENAEE - European Network for Accreditation of Engineering Education can represent the proper framework and accreditation system in order to provide a set of measures to assess the quality of engineering degree programmes in Europe and abroad. The application of the accreditation model EUR-ACE, and of the National Italian Degree Courses Accreditation System, promoted by the Italian National Agency for the Evaluation of Universities and Research Institutes (ANVUR), to the Environmental Engineering Degree Courses at the University of Firenze is presented. In

  5. Meeting ACGME Standards Under a Unified Accreditation System: Challenges for Osteopathic Graduate Medical Education Programs.

    PubMed

    Cummings, Mark

    2017-07-01

    In 2014, the American Osteopathic Association (AOA) and the American Association of Colleges of Osteopathic Medicine signed a memorandum of understanding (MOU) with the Accreditation Council for Graduate Medical Education (ACGME) to create a unified accreditation system for graduate medical education (GME) under the ACGME. The AOA will cease to accredit GME programs on June 30, 2020. By then, AOA-accredited programs need to apply for and achieve ACGME initial accreditation. The terms of the MOU also made it advantageous for some formerly nonteaching hospitals to establish AOA programs, chiefly in primary care, as a step toward future ACGME accreditation.In transitioning AOA programs to the ACGME system, hospitals with osteopathic GME can expect to encounter challenges related to major differences between AOA and ACGME standards. The minimum numbers of residents for ACGME programs in most specialties are greater than those for AOA programs, which will require hospitals that may already be at their federal caps to add additional residency positions. ACGME standards are also more faculty- and staff-intensive and require additional infrastructure, necessitating additional financial investments. In addition, greater curricular specificity in ACGME standards will generate new educational and financial challenges.To address these challenges, hospitals may need to reallocate resources and positions among their current AOA programs, reducing the number of programs (and specialties) they sponsor. It is expected that a number of established and new AOA programs will choose not to pursue ACGME accreditation or will fail to qualify for ACGME initial accreditation.

  6. Accrediting Graduate Medical Education in Psychiatry: Past, Present, and Future.

    PubMed

    Johnson, Toni; John, Nadyah Janine; Lang, Michael; Shelton, P G

    2017-06-01

    The current terminology, goals, and general competency framework systematically utilized in the education of residents regardless of specialty is almost unrecognizable and quite foreign to those who trained before 2010. For example, the clinical and professional expectations for physicians-in-training have been placed onto a developmental framework of milestones. The expectations required during training have been expanded to include leadership and team participation skills, proficiency in the use of information technology, systems-based knowledge including respect of resources and cost of care, patient safety, quality improvement, population health and sensitivity to diversity for both individual and populations of patients. With these additions to physician training, the Accreditation Council for Graduate Medical Education (ACGME) hopes to remain accountable to the social contract between medicine and the public. With a focus on psychiatric practice, this article provides a general background and overview of the major overhaul of the accreditation process and educational goals for graduate medical education and briefly highlights possibilities for the future.

  7. Supra-National Accreditation, Trust and Institutional Autonomy: Contrasting Developments of Accreditation in the United States and Europe

    ERIC Educational Resources Information Center

    Amaral, Alberto; Rosa, Maria Joao; Tavares, Diana Amado

    2009-01-01

    There have been calls to increase the autonomy of higher education institutions in Europe for a number of years. They have been counterbalanced by demands for increasing accountability and a European quality assurance system. In London in 2007, the European ministers of education decided to implement a European register of accredited quality…

  8. Surviving Accreditation: A QIAS Ideas Bank. Accreditation and Beyond Series, Volume I.

    ERIC Educational Resources Information Center

    Ferry, Jan

    This publication provides information on the accreditation process for early childhood education and care providers participating in the Quality Improvement and Accreditation System (QIAS), developed by the National Childcare Accreditation Council of Australia. The publication is divided into sections corresponding to steps in the…

  9. Competencies for public health and interprofessional education in accreditation standards of complementary and alternative medicine disciplines.

    PubMed

    Brett, Jennifer; Brimhall, Joseph; Healey, Dale; Pfeifer, Joseph; Prenguber, Marcia

    2013-01-01

    This review examines the educational accreditation standards of four licensed complementary and alternative medicine (CAM) disciplines (naturopathic medicine, chiropractic health care, acupuncture and oriental medicine, and massage therapy), and identifies public health and other competencies found in those standards that contribute to cooperation and collaboration among the health care professions. These competencies may form a foundation for interprofessional education. The agencies that accredit the educational programs for each of these disciplines are individually recognized by the United States Department (Secretary) of Education. Patients and the public are served when healthcare practitioners collaborate and cooperate. This is facilitated when those practitioners possess competencies that provide them the knowledge and skills to work with practitioners from other fields and disciplines. Educational accreditation standards provide a framework for the delivery of these competencies. Requiring these competencies through accreditation standards ensures that practitioners are trained to optimally function in integrative clinical care settings. © 2013 Elsevier Inc. All rights reserved.

  10. Accreditation Outcome Scores: Teacher Attitudes toward the Accreditation Process and Professional Development

    ERIC Educational Resources Information Center

    Ulmer, Phillip Gregory

    2015-01-01

    Accreditation is an essential component in the history of education in the United States and is a central catalyst for quality education, continuous improvement, and positive growth in student achievement. Although previous researchers identified teachers as an essential component in meeting accreditation outcomes, additional information was…

  11. An Exploration of Program Director Leadership Practices in Nationally Accredited Paramedic Education Programs

    ERIC Educational Resources Information Center

    Kokx, Gordon A.

    2016-01-01

    The number of paramedic education programs participating in the national accreditation process has nearly tripled in the past several years. Although accreditation standards describe program director roles and responsibilities, nothing has been formally studied regarding their leadership practices. The purpose of this study was to explore…

  12. Academic Staff Quality in Higher Education: An Empirical Analysis of Portuguese Public Administration Education

    ERIC Educational Resources Information Center

    Sarrico, Cláudia S.; Alves, André A.

    2016-01-01

    Higher education accreditation frameworks typically consider academic staff quality a key element. This article embarks on an empirical study of what academic staff quality means, how it is measured, and how different aspects of staff quality relate to each other. It draws on the relatively nascent Portuguese experience with study programme…

  13. A Stakeholder Approach to Retention in Higher Education: Using Emergenetics in the Classroom

    ERIC Educational Resources Information Center

    Mitchell, Robert Eugene, Jr.

    2016-01-01

    Higher education is an industry that is facing several challenges. Preparing the student/customer with the skills necessary to be successful in the workplace is a serious concern. The education industry also has to follow stricter regulations from both the Department of Education and the accrediting agencies governing the institutions (Benchley,…

  14. A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

    ERIC Educational Resources Information Center

    McWhorter, Rochell R.; Delello, Julie A.; Roberts, Paul B.; Raisor, Cindy M.; Fowler, Debra A.

    2013-01-01

    Higher education is mandated to document student learning outcomes and ePortfolios have been offered as a panacea for assessment, evaluation, and accreditation. However, the student voice regarding the value students construct from building and utilizing web-based electronic portfolios (ePortfolios) in higher education has been sparse or…

  15. Higher Education Institutional and Program Evaluations in Taiwan and the Emerging Roles of Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT)

    ERIC Educational Resources Information Center

    Lee, Lung-Sheng; Wei, Yen-Shun; Wang, Li-Yun

    2013-01-01

    Post-secondary education institutions in Taiwan are divided into two tracks, general higher education (HE) and technological and vocational education (TVE). The evaluation of all universities/colleges is mandated by the University Act. Higher education institutions receive mandated institutional evaluation every six years and program evaluation…

  16. Presidential Perspectives on Accreditation: A Report of the CHEA Presidents Project. CHEA Monograph Series 2006, Number 1

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2006

    2006-01-01

    Thirty distinguished college and university presidents and chancellors shared their perceptions of institutional and programmatic accreditation in a series of interviews conducted by Council for Higher Education Accreditation (CHEA) during Spring 2005. The presidents commented on their knowledge of and involvement in accreditation, accreditation's…

  17. Recognition Organisations That Evaluate Agencies Accrediting Medical Education Programmes: "Quis Custodiet Ipsos Custodes?"

    ERIC Educational Resources Information Center

    van Zanten, Marta

    2017-01-01

    The goals of agencies that accredit medical education programmes or institutions are to ensure high quality student experiences and to certify the readiness of graduates to further their training or begin practice as physicians. While accreditation provides a level of legitimacy, the agencies conducting the reviews vary in their organisation,…

  18. Continuing professional education: Motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review.

    PubMed

    Burrow, Simon; Mairs, Hilary; Pusey, Helen; Bradshaw, Timothy; Keady, John

    2016-11-01

    To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education. A review following systematic principles. Systematic searches for literature published between January 2000 and December 2015 using the databases: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL. Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies. Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Analysing Instrument Mixes in Quality Assurance: The Czech and Slovak Accreditation Commissions in the Era of Mass Higher Education

    ERIC Educational Resources Information Center

    Kohoutek, Jan

    2014-01-01

    Utilising insights from policy instrument theory, the article analyses the design, functioning and effects of the tools used by the Czech Accreditation Commission (CAC) and the Slovak Accreditation Commission (SAC) in the 2000s. Aside from programme accreditation, the other tools analysed are: institutional approval, institutional evaluations,…

  20. Analysing the Accreditation of Engineering Education in South Africa through Foucault's Panopticon and Governmentality Lenses

    ERIC Educational Resources Information Center

    Mutereko, Sybert

    2018-01-01

    Using Foucault's power concepts of the panopticon and governmentality as analytic and heuristic tools, this study reveals insights into how accreditation creates power networks in the quality assurance of higher education graduates in South Africa. The study draws on 11 in-depth interviews with academics from the Faculty of Engineering at a…

  1. 38 CFR 21.4253 - Accredited courses.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Accredited courses. 21...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses § 21.4253 Accredited courses. (a) General. A course may be approved as an accredited course if it meets one of the...

  2. 38 CFR 21.4253 - Accredited courses.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Accredited courses. 21...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses § 21.4253 Accredited courses. (a) General. A course may be approved as an accredited course if it meets one of the...

  3. 38 CFR 21.4253 - Accredited courses.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Accredited courses. 21...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses § 21.4253 Accredited courses. (a) General. A course may be approved as an accredited course if it meets one of the...

  4. 34 CFR 602.12 - Accrediting experience.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Accrediting experience. 602.12 Section 602.12 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION THE SECRETARY'S RECOGNITION OF ACCREDITING AGENCIES The Criteria for Recognition...

  5. Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit

    ERIC Educational Resources Information Center

    Koonce, Glenn L.; Hoskins, Joan J.; Goldman, Katie D.

    2012-01-01

    This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs…

  6. Guide to Accreditation, 2010

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2010

    2010-01-01

    The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree and certificate programs for professional educators--those who teach and lead in schools, pre-K through grade 12, and to assuring the public of their quality. TEAC accredits undergraduate and graduate programs, including alternate route…

  7. Quality assurance in transnational higher education: a case study of the tropEd network

    PubMed Central

    2013-01-01

    Introduction Transnational or cross-border higher education has rapidly expanded since the 1980s. Together with that expansion issues on quality assurance came to the forefront. This article aims to identify key issues regarding quality assurance of transnational higher education and discusses the quality assurance of the tropEd Network for International Health in Higher Education in relation to these key issues. Methods Literature review and review of documents. Results From the literature the following key issues regarding transnational quality assurance were identified and explored: comparability of quality assurance frameworks, true collaboration versus erosion of national education sovereignty, accreditation agencies and transparency. The tropEd network developed a transnational quality assurance framework for the network. The network accredits modules through a rigorous process which has been accepted by major stakeholders. This process was a participatory learning process and at the same time the process worked positive for the relations between the institutions. Discussion The development of the quality assurance framework and the process provides a potential example for others. PMID:23537108

  8. Accreditation and Assuring Quality in Distance Learning. CHEA Monograph Series, 2002.

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, Washington, DC.

    This report describes the scope and impact of distance learning on higher education and identifies the primary challenges that distance learning poses for accreditation. The responses of the accrediting community designed to assure quality in distance learning are outlined. Data from a variety of sources show that 5,655 institutions are accredited…

  9. Accreditation's Benefits for Individuals and Institutions

    ERIC Educational Resources Information Center

    McGuire, Patricia A.

    2009-01-01

    Participation in accreditation processes, on visiting teams as well as through institutional self-study, is an excellent opportunity for individual academics to augment their professional expertise in a range of higher education issues: strategic planning and assessment, resource management and capital investments, curriculum planning and program…

  10. The Association between Medical Education Accreditation and Examination Performance of Internationally Educated Physicians Seeking Certification in the United States

    ERIC Educational Resources Information Center

    van Zanten, Marta; Boulet, John R.

    2013-01-01

    The purposes of this research were to examine medical education accreditation practices around the world, with special focus on the Caribbean, and to explore the association between medical school accreditation and graduates' examination performance. In addition to other requirements, graduates of international medical schools seeking to enter…

  11. Commissioned Papers of the Illinois Policy Project: Accreditation, Certification and Continuing Education.

    ERIC Educational Resources Information Center

    Koff, Robert H.; And Others

    The papers contained in this document were commissioned for presentation to the Illinois Project on Accreditation, Certification, and Continuing Education, designed to define issues, analyze procedures, and make recommendations to the Illinois State Board of Education and a national audience of educators and policy makers. Two papers (Arnstein,…

  12. US Accreditation in Mexico: Quality in Higher Education as Symbol, Performance and Translation

    ERIC Educational Resources Information Center

    Blanco-Ramirez, Gerardo

    2015-01-01

    Quality practices in higher education involve more than mere compliance with standards and technical mandates; given the complexity of the decisions involved in quality in higher education, this concept, quality, can be analyzed as symbol and performance. This paper utilizes translation as heuristic to analyze the implementation of US…

  13. Contested Discourses: Assessing the Outcomes of Learning from Experience for the Award of Credit in Higher Education

    ERIC Educational Resources Information Center

    Peters, Helen

    2005-01-01

    When mature students enter higher education they bring with them a wealth of knowledge and experience gained in their lives outside of education. A majority of higher education institutions in the UK and elsewhere around the world have now set up systems for recognizing and accrediting such learning. However the processes of assessing learning…

  14. Sampling Methods and the Accredited Population in Athletic Training Education Research

    ERIC Educational Resources Information Center

    Carr, W. David; Volberding, Jennifer

    2009-01-01

    Context: We describe methods of sampling the widely-studied, yet poorly defined, population of accredited athletic training education programs (ATEPs). Objective: There are two purposes to this study; first to describe the incidence and types of sampling methods used in athletic training education research, and second to clearly define the…

  15. The Single Graduate Medical Education (GME) Accreditation System Will Change the Future of the Family Medicine Workforce.

    PubMed

    Peabody, Michael R; O'Neill, Thomas R; Eden, Aimee R; Puffer, James C

    2017-01-01

    Due to the Accreditation Council for Graduate Medical Education (ACGME)/American Osteopathic Association (AOA) single-accreditation model, the specialty of family medicine may see as many as 150 programs and 500 trainees in AOA-accredited programs seek ACGME accreditation. This analysis serves to better understand the composition of physicians completing family medicine residency training and their subsequent certification by the American Board of Family Medicine. We identified residents who completed an ACGME-accredited or dual-accredited family medicine residency program between 2006 and 2016 and cross-tabulated the data by graduation year and by educational background (US Medical Graduate-MD [USMG-MD], USMG-DO, or International Medical Graduate-MD [IMG-MD]) to examine the cohort composition trend over time. The number and proportion of osteopaths completing family medicine residency training continues to rise concurrent with a decline in the number and proportion of IMGs. Take Rates for USMG-MDs and USMG-IMGs seem stable; however, the Take Rate for the USMG-DOs has generally been rising since 2011. There is a clear change in the composition of graduating trainees entering the family medicine workforce. As the transition to a single accreditation system for graduate medical education progresses, further shifts in the composition of this workforce should be expected. © Copyright 2017 by the American Board of Family Medicine.

  16. Preserving America's Investment in Human Capital: A Study of Public Higher Education, 1980.

    ERIC Educational Resources Information Center

    Minter, W. John; Bowen, Howard R.

    Financial and educational trends in accredited public institutions of higher education were studied for the period 1976-79 with some data for earlier years and for 1979-80. The study was based on a stratified sample of 135 institutions of which 95 participated. The sample represented all parts of the public sector except autonomous professional…

  17. Development of a context specific accreditation assessment tool for affirming quality midwifery education in Bangladesh.

    PubMed

    Bogren, Malin; Sathyanarayanan Doraiswamy; Erlandsson, Kerstin; Akhter, Halima; Akter, Dalia; Begum, Momtaz; Chowdhury, Merry; Das, Lucky; Akter, Rehana; Begum, Sufia; Akter, Renoara; Yesmin, Syeada; Khatun, Yamin Ara

    2018-06-01

    using the International Confederation of Midwives (ICM) Global Standards for Midwifery Education as a conceptual framework, the aim of this study was to explore and describe important 'must haves' for inclusion in a context-specific accreditation assessment tool in Bangladesh. A questionnaire study was conducted using a Likert rating scale and 111 closed-response single items on adherence to accreditation-related statements, ending with an open-ended question. The ICM Global Standards guided data collection, deductive content analysis and description of the quantitative results. twenty-five public institutes/colleges (out of 38 in Bangladesh), covering seven out of eight geographical divisions in the country. one hundred and twenty-three nursing educators teaching the 3-year diploma midwifery education programme. this study provides insight into the development of a context-specific accreditation assessment tool for Bangladesh. Important components to be included in this accreditation tool are presented under the following categories and domains: 'organization and administration', 'midwifery faculty', 'student body', 'curriculum content', 'resources, facilities and services' and 'assessment strategies'. The identified components were a prerequisite to ensure that midwifery students achieve the intended learning outcomes of the midwifery curriculum, and hence contribute to a strong midwifery workforce. The components further ensure well-prepared teachers and a standardized curriculum supported at policy level to enable effective deployment of professional midwives in the existing health system. as part of developing an accreditation assessment tool, it is imperative to build ownership and capacity when translating the ICM Global Standards for Midwifery Education into the national context. this initiative can be used as lessons learned from Bangladesh to develop a context-specific accreditation assessment tool in line with national priorities, supporting the

  18. Accreditation of Teacher Education by NCATE. A Survey of Opinions Commissioned by the Coordinating Board of the National Council for Accreditation of Teacher Education.

    ERIC Educational Resources Information Center

    Maul, Ray C.

    A survey was conducted to determine the attitudes of institutional representatives regarding the efforts of the National Council for Accreditation of Teacher Education (NCATE). Expression regarding NCATE policies, procedures, and standards were sought in questionnaires addressed in April 1969 to the 149 colleges and universities which have…

  19. An Uneasy Partnership: Accreditation and the Federal Government

    ERIC Educational Resources Information Center

    Brittingham, Barbara

    2008-01-01

    For the past two years, accreditation has been the focus of attention by the current Secretary of Education, Margaret Spellings, and others who believe that accreditors, in the words of Spellings' Commission on the Future of Higher Education, should "make performance outcomes, including completion rates and student learning, the core of their…

  20. Quality of Electronic Nursing Records: The Impact of Educational Interventions During a Hospital Accreditation Process.

    PubMed

    Nomura, Aline Tsuma Gaedke; Pruinelli, Lisiane; da Silva, Marcos Barragan; Lucena, Amália de Fátima; Almeida, Miriam de Abreu

    2018-03-01

    Hospital accreditation is a strategy for the pursuit of quality of care and safety for patients and professionals. Targeted educational interventions could help support this process. This study aimed to evaluate the quality of electronic nursing records during the hospital accreditation process. A retrospective study comparing 112 nursing records during the hospital accreditation process was conducted. Educational interventions were implemented, and records were evaluated preintervention and postintervention. Mann-Whitney and χ tests were used for data analysis. Results showed that there was a significant improvement in the nursing documentation quality postintervention. When comparing records preintervention and postintervention, results showed a statistically significant difference (P < .001) between the two periods. The comparison between items showed that most scores were significant. Findings indicated that educational interventions performed by nurses led to a positive change that improved nursing documentation and, consequently, better care practices.

  1. Guide to Accreditation, 2011-2012

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2011

    2011-01-01

    The Teacher Education Accreditation Council (TEAC) "Guide to Accreditation" includes a full description of TEAC's principles and standards, the accreditation process and audit, and detailed instruction on writing the "Brief." This revision includes expanded information on (1) preparing an "Inquiry Brief Proposal" and the audit of the "Inquiry…

  2. Walking towards a Moving Target: Quality Assurance in European Higher Education

    ERIC Educational Resources Information Center

    Westerheijden, Don F.

    2005-01-01

    The history of (external) quality assurance schemes in European higher education since ca. 1980 is sketched in this article. The three pioneering countries in Western Europe are taken as models of different developments and contrasted with the rise of accreditation in Central and Eastern Europe after 1989. Using theoretical insights, the dynamics…

  3. Thoughts on the Restoration of Academic Quality. Volume I. Occasional Papers in the Study of Higher Education.

    ERIC Educational Resources Information Center

    Mayhew, Lewis B.

    The restoration of academic and intellectual quality in higher education is considered in regard to educational reforms, the undergraduate curriculum, organized out-of-class life, faculty and college teaching, academic leadership, centralized/decentralized organization, accreditation, governance, and graduate education. It is suggested that in…

  4. The Impact of Re-Accreditation Processes and Institutional Environment upon a Community College's Efforts to Meet Minimum Standards for Assessing General Education

    ERIC Educational Resources Information Center

    Mattingly, R. Scott

    2012-01-01

    As one result of the accountability movement in American postsecondary education, accrediting agencies have increased their emphasis on student learning outcomes assessment. Among other consequences, this change has impacted the manner in which institutions of higher education (IHEs) plan, implement, assess, and revise the general education…

  5. Accreditation of residency training in the US.

    PubMed Central

    Armbruster, J. S.

    1996-01-01

    In the US, accreditation and certification of residency training are functions of separate public sector agencies. Accrediting decisions are made directly by 26 Residency Review Committees, which represent the primary medical specialties and function under the authority of the Accreditation Council for Graduate Medical Education. The accrediting bodies may consider only educational issues and are prohibited by the government from controlling physician supply. Only the programme, not the institution in which it is conducted, is accredited. The US residency is a structured educational programme that is expected to provide comparable experience to all enrolled residents. Length of training may vary from two to six years depending on the specialty. Additional training may be obtained in subspecialty programmes, which are subsets of the primary specialty residencies and are also reviewed for accreditation. These have increased in significant number in recent years as subspecialisation has proliferated in the US. PMID:8935597

  6. Medical students' perceptions of international accreditation.

    PubMed

    Ibrahim, Halah; Abdel-Razig, Sawsan; Nair, Satish C

    2015-10-11

    This study aimed to explore the perceptions of medical students in a developing medical education system towards international accreditation. Applicants to an Internal Medicine residency program in an academic medical center in the United Arab Emirates (UAE) accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I) were surveyed between May and June 2014. The authors analysed responses using inductive qualitative thematic analysis to identify emergent themes. Seventy-eight of 96 applicants (81%) completed the survey. The vast majority of respondents 74 (95%) reported that ACGME-I accreditation was an important factor in selecting a residency program. Five major themes were identified, namely improving the quality of education, increasing opportunities, meeting high international standards, improving program structure, and improving patient care. Seven (10%) of respondents felt they would be in a position to pursue fellowship training or future employment in the United States upon graduation from an ACGME-I program. UAE trainees have an overwhelmingly positive perception of international accreditation, with an emphasis on improving the quality of training provided. Misperceptions, however, exist about potential opportunities available to graduates of ACGME-I programs. As more countries adopt the standards of the ACGME-I or other international accrediting bodies, it is important to recognize and foster trainee "buy-in" of educational reform initiatives.

  7. Neoliberalism and Western Accreditation in the Middle East: A Critical Discourse Analysis of Educational Leadership Constituent Council Standards

    ERIC Educational Resources Information Center

    Romanowski, Michael H.

    2017-01-01

    Purpose: The purpose of this paper is to examine the role of neoliberalism and the accreditation of educational leadership programs in one Gulf Cooperation Council (GCC) country by contextualizing the accreditation process and closely examining the Educational Leadership Constituent Council (ELCC) standards used by NCATE, now CAEP, to accredit…

  8. Transparency in Higher Educational Student Learning Assessment as Seen through Accreditation

    ERIC Educational Resources Information Center

    Krzykowski, Linda M.

    2012-01-01

    This study is about transparency in direct assessment of student learning information in higher educational institutions. Using content analysis, the self-study reports from institutions recently reaccredited by two different regional accreditors [the North Central Association of Colleges and Schools (NCA-HLC) and the New England Association of…

  9. Accreditation versus Certification: Which?

    ERIC Educational Resources Information Center

    Totten, Herman L.

    1989-01-01

    Describes and compares the process used for accreditation of postsecondary programs of education for librarianship, and the existing programs and justification for certification of individual librarians. An argument for the advantages of institutional accreditation over individual certification is presented. (13 references) (CLB)

  10. The globalization of accreditation in the professions.

    PubMed

    Lenn, M P

    1996-01-01

    The direct relationship between educational quality and a successful economy, the proliferation of regional and global trade agreements which encourage professional mobility, and the growing international recognition of academic degrees are contributing factors to the globalization of quality assurance in higher education, including accreditation. On every continent, attention is being paid to developing professional educational standards within an international context, assuring that ¿world class¿ professionals are produced for international as well as national practice.

  11. A Critique of the Use of Self-Evaluation in a Compulsory Accreditation System

    ERIC Educational Resources Information Center

    Van Kemenade, Everard; Hardjono, Teun W.

    2010-01-01

    Self-evaluation is supposed to be a valid, reliable and easy-to-use instrument to commit professionals to external quality assurance. The writing of a self-evaluation report is the first step in most higher education accreditation systems all over the world. Research on accreditation in the Netherlands and Flanders shows that professionals…

  12. Accreditation as Quality Assurance: Meeting the Needs of 21st Century Learning. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining Accreditation as Quality Assurance, Focusing on Meeting the Needs of 21st Century Learning (December 12, 2013). Senate Hearing 113-823

    ERIC Educational Resources Information Center

    US Senate, 2016

    2016-01-01

    This hearing is the fourth in the Committee on Health, Education, Labor, and Pensions' series examining issues in postsecondary education in anticipation of reauthorization of the Higher Education Act. Accreditation's role is to help ensure an acceptable level of quality across a wide spectrum of American higher education. Under the Higher…

  13. A Study on Students' Satisfaction Based on Quality Standards of Accreditation in Higher Education

    ERIC Educational Resources Information Center

    Neelaveni, C.; Manimaran S.

    2015-01-01

    Quality standards are evaluated by the Higher Educational Institutions by self evaluation at different levels and are also assessed by external agencies. Application of quality standards in administrative practices have been associated with the quality of higher education. To improve the quality of administrative practices, evaluation scales are…

  14. Proposed Accreditation Standards for Degree-Granting Correspondence Programs Offered by Accredited Institutions.

    ERIC Educational Resources Information Center

    McGraw-Hill Continuing Education Center, Washington, DC.

    A study on proposed accreditation standards grew out of a need to (1) stimulate the growth of quality correspondence degree programs; and (2) provide a policy for accreditation of correspondence degree programs so that graduates would be encouraged to pursue advanced degree programs offered elsewhere by educational institutions. The study focused…

  15. Guide to Accreditation, 2012. [December 2011 Revision

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2012

    2012-01-01

    The Teacher Education Accreditation Council's (TEAC's) "Guide to Accreditation" is primarily for the faculty, staff, and administrators of TEAC member programs. It is designed for use in preparing for both initial and continuing accreditation. Program personnel should understand and accept all the components of the TEAC accreditation process…

  16. Medical students’ perceptions of international accreditation

    PubMed Central

    Abdel-Razig, Sawsan; Nair, Satish C

    2015-01-01

    Objectives This study aimed to explore the perceptions of medical students in a developing medical education system towards international accreditation. Methods Applicants to an Internal Medicine residency program in an academic medical center in the United Arab Emirates (UAE) accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I) were surveyed between May and June 2014. The authors analysed responses using inductive qualitative thematic analysis to identify emergent themes. Results Seventy-eight of 96 applicants (81%) completed the survey. The vast majority of respondents 74 (95%) reported that ACGME-I accreditation was an important factor in selecting a residency program. Five major themes were identified, namely improving the quality of education, increasing opportunities, meeting high international standards, improving program structure, and improving patient care. Seven (10%) of respondents felt they would be in a position to pursue fellowship training or future employment in the United States upon graduation from an ACGME-I program. Conclusions UAE trainees have an overwhelmingly positive perception of international accreditation, with an emphasis on improving the quality of training provided. Misperceptions, however, exist about potential opportunities available to graduates of ACGME-I programs. As more countries adopt the standards of the ACGME-I or other international accrediting bodies, it is important to recognize and foster trainee “buy-in” of educational reform initiatives. PMID:26454402

  17. Does a Unified Accreditation System Benefit School Health Education Programs?

    ERIC Educational Resources Information Center

    Clark, Jeffrey K.

    2009-01-01

    It has been 2 years since the Third National Congress for Institutions Preparing Health Educators convened in Dallas, Texas; however, the profession still struggles with movement toward a unified accreditation system. One of the primary barriers to progress is the limited discussion related to the recommendations presented at the last Congress.…

  18. Catfish and Goldfish in the Same Bowl: Perceived Outcomes and Effects of Accreditation at the Institutional Level

    ERIC Educational Resources Information Center

    Beatty, Lisa Louise Riley

    2013-01-01

    Concerns about the value and quality of higher education have led to increased scrutiny of the U.S. system of peer accreditation. Public policy-makers have begun to question the extent to which accrediting agencies achieve their quality assurance and quality improvement objectives in the colleges and universities they accredit. Some have begun to…

  19. Delegation and Empowerment in CAATE Accredited Athletic Training Education Programs

    ERIC Educational Resources Information Center

    Hoch, Johanna; White, Kristi; Starkey, Chad; Krause, B. Andrew

    2009-01-01

    Context: The use of delegation can potentially alleviate some of the stress with administering an athletic training education program (ATEP) and allow program directors (PDs) to focus on other aspects of their academic role. Objectives: To determine the reasons PDs delegate and do not delegate tasks to other faculty of ATEPs accredited by the…

  20. Impact of a Reaffirmation Accreditation Program on Institutional Assessment Culture

    ERIC Educational Resources Information Center

    Lee, Karen Michelle

    2012-01-01

    In the period between 2004 and 2006, several publications were released questioning the quality of higher education: One such report was from the 2006 Spellings Commission of the U.S. Secretary of Education, which prompted accrediting agencies to review institutional assessment practices. This research was designed to measure the impact Academy…

  1. Accreditation and Accountability: A CHEA Special Report. CHEA Occasional Paper

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2006

    2006-01-01

    A good deal of national attention has been paid to accreditation and issues of accountability during the past year. The dominant topics have been student learning outcomes, institutional performance, and information to the public. From the Secretary of Education's Commission on the Future of Higher Education to reauthorization of the Higher…

  2. In Good Standing: Veteran Educator and Higher Education Accreditor Belle Wheelan Offers Advice for Community College Administrators in Light of Recent Accreditation Challenges

    ERIC Educational Resources Information Center

    Community College Journal, 2013

    2013-01-01

    It's been a rough year for the City College of San Francisco (CCSF). After working to emerge from strict sanctions leveled by its accrediting board in July 2012, the college was notified earlier this summer that its accreditation would be revoked, effective in 2014. Though community college leaders and state officials vowed to return the…

  3. Addendum to the Handbook of Accreditation. Second Edition.

    ERIC Educational Resources Information Center

    North Central Association of Colleges and Schools, Chicago, IL. Higher Learning Commission.

    This document supplements information provided in the "Handbook of Accreditation," Second Edition (Commission on Institutions of Higher Education). The Addendum contains the information necessary to keep readers informed of changes in policies and procedures while the Commission is engaged in an initiative to revise its Eligibility…

  4. Translating Quality in Higher Education: US Approaches to Accreditation of Institutions from around the World

    ERIC Educational Resources Information Center

    Blanco Ramírez, Gerardo

    2015-01-01

    This article reports on findings from a sociolinguistic qualitative study exploring inter-discursive relations manifested in the approaches and strategies that regional accrediting agencies in the United States utilise when recognising foreign universities. Even as most countries have developed national quality assurance systems and whilst…

  5. 34 CFR 602.16 - Accreditation and preaccreditation standards.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... regarding the quality of the education or training provided by the institutions or programs it accredits... education or correspondence education, the agency's standards must effectively address the quality of an... 34 Education 3 2010-07-01 2010-07-01 false Accreditation and preaccreditation standards. 602.16...

  6. Educational Milestone Development in the First 7 Specialties to Enter the Next Accreditation System

    PubMed Central

    Swing, Susan R.; Beeson, Michael S.; Carraccio, Carol; Coburn, Michael; Iobst, William; Selden, Nathan R.; Stern, Peter J.; Vydareny, Kay

    2013-01-01

    Background The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project introduced 6 general competencies relevant to medical practice but fell short of its goal to create a robust assessment system that would allow program accreditation based on outcomes. In response, the ACGME, the specialty boards, and other stakeholders collaborated to develop educational milestones, observable steps in residents' professional development that describe progress from entry to graduation and beyond. Objectives We summarize the development of the milestones, focusing on 7 specialties, moving to the next accreditation system in July 2013, and offer evidence of their validity. Methods Specialty workgroups with broad representation used a 5-level developmental framework and incorporated information from literature reviews, specialty curricula, dialogue with constituents, and pilot testing. Results The workgroups produced richly diverse sets of milestones that reflect the community's consideration of attributes of competence relevant to practice in the given specialty. Both their development process and the milestones themselves establish a validity argument, when contemporary views of validity for complex performance assessment are used. Conclusions Initial evidence for validity emerges from the development processes and the resulting milestones. Further advancing a validity argument will require research on the use of milestone data in resident assessment and program accreditation. PMID:24404235

  7. The Attributive Theory of Quality: A Model for Quality Measurement in Higher Education.

    ERIC Educational Resources Information Center

    Afshar, Arash

    A theoretical basis for defining and measuring the quality of institutions of higher education, namely for accreditation purposes, is developed. The theory, the Attributive Theory of Quality, is illustrated using a calculation model that is based on general systems theory. The theory postulates that quality only exists in relation to the…

  8. The New Accreditation Council for Graduate Medical Education Next Accreditation System Milestones Evaluation System: What Is Expected and How Are Plastic Surgery Residency Programs Preparing?

    PubMed

    Sillah, Nyama M; Ibrahim, Ahmed M S; Lau, Frank H; Shah, Jinesh; Medin, Caroline; Lee, Bernard T; Lin, Samuel J

    2015-07-01

    The Accreditation Council for Graduate Medical Education Next Accreditation System milestones were implemented for plastic surgery programs in July of 2014. Forward progress through the milestones is an indicator of trainee-appropriate development, whereas regression or stalling may indicate the need for concentrated, targeted training. Online software at www.surveymonkey.com was used to create a survey about the program's approaches to milestones and was distributed to program directors and administrators of 96 Accreditation Council for Graduate Medical Education-approved plastic surgery programs. The authors had a 63.5 percent response rate (61 of 96 plastic surgery programs). Most programs report some level of readiness, only 22 percent feel completely prepared for the Next Accreditation System milestones, and only 23 percent are completely satisfied with their planned approach for compliance. Seventy-five percent of programs claim to be using some form of electronic tracking system. Programs plan to use multiple tools to capture and report milestone data. Most programs (44.4 percent) plan to administer evaluations at the end of each rotation. Over 70 percent of respondents believe that the milestones approach would improve the quality of resident training. However, programs were less than confident that their current compliance systems would live up to their full potential. The Next Accreditation System has been implemented nationwide for plastic surgery training programs. Milestone-based resident training is a new paradigm for residency training evaluation; programs are in the process of making this transition to find ways to make milestone data meaningful for faculty and residents.

  9. International Accreditations as Drivers of Business School Quality Improvement

    ERIC Educational Resources Information Center

    Bryant, Michael

    2013-01-01

    Business schools are under pressure to implement continuous improvement and quality assurance processes to remain competitive in a globalized higher education market. Drivers for quality improvement include external, environmental pressures, regulatory bodies such as governments, and, increasingly, voluntary accreditation agencies such as AACSB…

  10. The Council for Accreditation of Counseling and Related Educational Programs: Promoting Quality in Counselor Education

    ERIC Educational Resources Information Center

    Urofsky, Robert I.

    2013-01-01

    Much has changed for the counseling profession in the 30 years since the founding of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP, the primary specialized accreditor for the counseling profession, has been an influential participant in the growing recognition and professionalization of counseling.…

  11. The pathology milestones and the next accreditation system.

    PubMed

    Naritoku, Wesley Y; Alexander, C Bruce; Bennett, Betsy D; Black-Schaffer, W Stephen; Brissette, Mark D; Grimes, Margaret M; Hoffman, Robert D; Hunt, Jennifer L; Iezzoni, Julia C; Johnson, Rebecca; Kozel, Jessica; Mendoza, Ricardo M; Post, Miriam D; Powell, Suzanne Z; Procop, Gary W; Steinberg, Jacob J; Thorsen, Linda M; Nestler, Steven P

    2014-03-01

    In the late 1990s, the Accreditation Council for Graduate Medical Education developed the Outcomes Project and the 6 general competencies with the intent to improve the outcome of graduate medical education in the United States. The competencies were used as the basis for developing learning goals and objectives and tools to evaluate residents' performance. By the mid-2000s the stakeholders in resident education and the general public felt that the Outcomes Project had fallen short of expectations. To develop a new evaluation method to track trainee progress throughout residency using benchmarks called milestones. A change in leadership at the Accreditation Council for Graduate Medical Education brought a new vision for the accreditation of training programs and a radically different approach to the evaluation of residents. The Pathology Milestones Working Group reviewed examples of developing milestones in other specialties, the literature, and the Accreditation Council for Graduate Medical Education program requirements for pathology to develop pathology milestones. The pathology milestones are a set of objective descriptors for measuring progress in the development of competency in patient care, procedural skill sets, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. The milestones provide a national standard for evaluation that will be used for the assessment of all residents in Accreditation Council for Graduate Medical Education-accredited pathology training programs.

  12. 34 CFR 602.11 - Geographic scope of accrediting activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Geographic scope of accrediting activities. 602.11 Section 602.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION THE SECRETARY'S RECOGNITION OF ACCREDITING AGENCIES The...

  13. Higher Education: Issues Related to Law School Cost and Access. Report to Congressional Committees. GAO-10-20

    ERIC Educational Resources Information Center

    Scott, George A.

    2009-01-01

    In order to participate in federal student financial aid programs, law schools must be accredited by an agency recognized by the Department of Education (Education). Accreditation is intended to ensure that schools provide basic levels of quality in their educational programs, and Education recognizes those accrediting agencies that it concludes…

  14. Early experiences of accredited clinical informatics fellowships.

    PubMed

    Longhurst, Christopher A; Pageler, Natalie M; Palma, Jonathan P; Finnell, John T; Levy, Bruce P; Yackel, Thomas R; Mohan, Vishnu; Hersh, William R

    2016-07-01

    Since the launch of the clinical informatics subspecialty for physicians in 2013, over 1100 physicians have used the practice and education pathways to become board-certified in clinical informatics. Starting in 2018, only physicians who have completed a 2-year clinical informatics fellowship program accredited by the Accreditation Council on Graduate Medical Education will be eligible to take the board exam. The purpose of this viewpoint piece is to describe the collective experience of the first four programs accredited by the Accreditation Council on Graduate Medical Education and to share lessons learned in developing new fellowship programs in this novel medical subspecialty. © The Author 2016. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  15. 42 CFR Appendix E to Part 75 - Standards for Accreditation of Educational Programs for Radiation Therapy Technologists

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Standards for Accreditation of Educational Programs for Radiation Therapy Technologists E Appendix E to Part 75 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES QUARANTINE, INSPECTION, LICENSING STANDARDS FOR THE ACCREDITATION OF...

  16. 42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists D Appendix D to Part 75 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES QUARANTINE, INSPECTION, LICENSING STANDARDS FOR THE ACCREDITATION OF...

  17. Student Perceptions of Educational Quality in Radiologic Technology Programs: A Comparative Analysis of Specialized and Institutional Accreditation

    ERIC Educational Resources Information Center

    Vander Hoek, Nancy

    2012-01-01

    The purpose of this study was to determine if students' perceptions of quality differed between Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited and non JRCERT-accredited radiography programs using the quality dimensions of curriculum, faculty, facilities and equipment, integrity, student outcomes, and overall…

  18. Christian Teacher Education in a Culture of "Techne": Current Developments in Teacher Accreditation

    ERIC Educational Resources Information Center

    Schwarz, Gretchen

    2014-01-01

    Teacher education has long been a major mission of Christian colleges. Many Christian as well as public universities have teacher education programs accredited by CAEP, a national organization. Self-study for improvement is important. CAEP promises high standards, but when examined more closely, the CAEP system works at cross-purposes with teacher…

  19. Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Commission on Accreditation of Healthcare Management Education

    ERIC Educational Resources Information Center

    US Department of Education, 2010

    2010-01-01

    The agency currently known as the Commission on Accreditation of Healthcare Management Education (CAHME) was originally founded in 1968 by several professional health-related organizations. The agency was originally known as the Accrediting Commission on Graduate Education for Hospital Administration (ACGEHA). To better reflect the broad range of…

  20. Quality Assurance in Engineering Education: Comparison of Accreditation Schemes and ISO 9001.

    ERIC Educational Resources Information Center

    Karapetrovic, Stanislav; Rajamani, Divakar; Willborn, Walter

    1998-01-01

    Outlines quality assurance schemes for distance-education technologies that are based on the ISO 9000 family of international quality-assurance standards. Argues that engineering faculties can establish such systems on the basis of and integrated with accreditation schemes. Contains 34 references. (DDR)

  1. Accreditation standards for undergraduate forensic science programs

    NASA Astrophysics Data System (ADS)

    Miller, Marilyn Tebbs

    Undergraduate forensic science programs are experiencing unprecedented growth in numbers of programs offered and, as a result, student enrollments are increasing. Currently, however, these programs are not subject to professional specialized accreditation. This study sought to identify desirable student outcome measures for undergraduate forensic science programs that should be incorporated into such an accreditation process. To determine desirable student outcomes, three types of data were collected and analyzed. All the existing undergraduate forensic science programs in the United States were examined with regard to the input measures of degree requirements and curriculum content, and for the output measures of mission statements and student competencies. Accreditation procedures and guidelines for three other science-based disciplines, computer science, dietetics, and nursing, were examined to provide guidance on accreditation processes for forensic science education programs. Expert opinion on outcomes for program graduates was solicited from the major stakeholders of undergraduate forensic science programs-forensic science educators, crime laboratory directors, and recent graduates. Opinions were gathered by using a structured Internet-based survey; the total response rate was 48%. Examination of the existing undergraduate forensic science programs revealed that these programs do not use outcome measures. Of the accreditation processes for other science-based programs, nursing education provided the best model for forensic science education, due primarily to the balance between the generality and the specificity of the outcome measures. From the analysis of the questionnaire data, preliminary student outcomes, both general and discipline-specific, suitable for use in the accreditation of undergraduate forensic science programs were determined. The preliminary results were reviewed by a panel of experts and, based on their recommendations, the outcomes

  2. Accreditation and Student Consumer Protection. An Occasional Paper.

    ERIC Educational Resources Information Center

    Jung, Steven M.

    The role of postsecondary accreditation and its relation to student consumer protection are discussed in this monograph. The importance of this concept is examined in light of increased marketing efforts on the part of higher education institutions. It is emphasized that students are consumers and their rights should be protected. Possible areas…

  3. Ranking and the Multiplication of Reputation: Reflections from the Frontier of Globalizing Higher Education

    ERIC Educational Resources Information Center

    Collins, Francis L.; Park, Gil-Sung

    2016-01-01

    Over the last two decades, enumeration has become a critical force in crafting the governmentalities of globalizing higher education. Whether in the glossy Web sites and documentation of the world's "top universities" or in more fine-tuned regional and subject guides, accreditation schemes, journal metrics or h-indexes, technologies for…

  4. Adaptation of Kirkpatrick's Four Level Model of Training Criteria to Assessment of Learning Outcomes and Program Evaluation in Higher Education

    ERIC Educational Resources Information Center

    Praslova, Ludmila

    2010-01-01

    Assessment of educational effectiveness provides vitally important feedback to Institutions of Higher Education. It also provides important information to external stakeholders, such as prospective students, parents, governmental and local regulatory entities, professional and regional accrediting organizations, and representatives of the…

  5. Library Standards: Evidence of Library Effectiveness and Accreditation.

    ERIC Educational Resources Information Center

    Ebbinghouse, Carol

    1999-01-01

    Discusses accreditation standards for libraries based on experiences in an academic law library. Highlights include the accreditation process; the impact of distance education and remote technologies on accreditation; and a list of Internet sources of standards and information. (LRW)

  6. Discussion of the Effectiveness of the National Accreditation Process of Secondary Science Education Programs

    ERIC Educational Resources Information Center

    Bazler, Judith A.; Van Sickle, Meta; Simonis, Doris; Graybill, Letty; Sorenson, Nancy; Brounstein, Erica

    2014-01-01

    This paper reflects upon the development, design, and results of a questionnaire distributed to professors of science education concerning the processes involved in a national accreditation of teacher education programs in science. After a pilot study, five professors/administrators from public and private institutions designed a questionnaire and…

  7. Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Council on Accreditation of Nurse Anesthesia Educational Programs

    ERIC Educational Resources Information Center

    US Department of Education, 2010

    2010-01-01

    The Council on Accreditation of Nurse Anesthesia Educational Programs (COA) accredits institutions and programs that prepare nurses to become practicing nurse anesthetists. Currently the agency accredits 105 programs located in 35 states, the District of Columbia and Puerto Rico, including three single purpose freestanding institutions. The…

  8. Tenth Annual Report and Recommendations of the Maryland Council for Higher Education Presented to His Excellency, The Governor and The General Assembly of the State of Maryland.

    ERIC Educational Resources Information Center

    Maryland Council for Higher Education, Annapolis.

    This document presents the annual report and recommendations for the Maryland Council for Higher Education. Chapter I, recommendations, covers additional funding priorities, public aid to private higher education, transfer accreditation functions for higher education, charge back for community colleges, alternative ways for students who have…

  9. Outcome-based approach to medical education towards academic programmes accreditation: A review article.

    PubMed

    Mohieldein, Abdelmarouf H

    2017-03-01

    The rapid change worldwide, as a consequence of advances in science and technology, necessitates the graduation of well-qualified graduates who have the appropriate knowledge and skills to fulfill specific work requirements. Hence, redesigning academic models by focusing on educational outcomes became the target and priority for universities around the world. In this systematic review we collected and retrieved literature using a selection of electronic databases. The objectives of this report is to: 1) provide an overview of the evolution of outcome-based education (OBE), (2) illustrate the philosophy and principle of OBE, (3) list the OBE advantages and benefits, (4) describe the assessment strategies used in OBE, and (5) discuss the role of teachers and students as key elements. In conclusion, there is growing interest by the Saudi government to provide student-centered education in their institutes of higher education to graduate students with the necessary knowledge and skill experiences. Moreover, OBE is considered a holistic approach which offers a powerful and appealing way of reforming and managing medical education for mastery in learning and to meet the prerequisites for local and international accreditation.

  10. Open and Distance Education Accreditation Standards Scale: Validity and Reliability Studies

    ERIC Educational Resources Information Center

    Can, Ertug

    2016-01-01

    The purpose of this study is to develop, and test the validity and reliability of a scale for the use of researchers to determine the accreditation standards of open and distance education based on the views of administrators, teachers, staff and students. This research was designed according to the general descriptive survey model since it aims…

  11. Learning how to "teach one": A needs assessment of the state of faculty development within the Consortium of the American College of Surgeons Accredited Education Institutes.

    PubMed

    Paige, John T; Khamis, Nehal N; Cooper, Jeffrey B

    2017-11-01

    Developing faculty competencies in curriculum development, teaching, and assessment using simulation is critical for the success of the Consortium of the American College of Surgeons Accredited Education Institutes program. The state of and needs for faculty development in the Accredited Education Institute community are unknown currently. The Faculty Development Committee of the Consortium of the Accredited Education Institutes conducted a survey of Accredited Education Institutes to ascertain what types of practices are used currently, with what frequency, and what needs are perceived for further programs and courses to guide the plan of action for the Faculty Development Committee. The Faculty Development Committee created a 20-question survey with quantitative and qualitative items aimed at gathering data about practices of faculty development and needs within the Consortium of Accredited Education Institutes. The survey was sent to all 83 Accredited Education Institutes program leaders via Survey Monkey in January 2015 with 2 follow-up reminders. Quantitative data were compiled and analyzed using descriptive statistics, and qualitative data were interpreted for common themes. Fifty-four out of the 83 programs (65%) responded to the survey. Two-thirds of the programs had from 1 to 30 faculty teaching at their Accredited Education Institutes. More than three-quarters of the programs taught general surgery, emergency medicine, or obstetrics/gynecology. More than 60% of programs had some form of faculty development, but 91% reported a need to expand their offerings for faculty development with "extreme value" for debriefing skills (70%), assessment (47%), feedback (40%), and curriculum development (40%). Accredited Education Institutes felt that the Consortium could assist with faculty development through such activities as the provision of online resources, sharing of best practices, provision of a blueprint for development of a faculty curriculum and information

  12. Thinking about Accreditation in a Rapidly Changing World

    ERIC Educational Resources Information Center

    LeBlanc, Paul J.

    2013-01-01

    This article reports on an enormous change under way in higher education. The author notes that online learning has provided a platform for rethinking delivery models, yet much of accreditation is not designed to account for these new approaches. He adds that accreditors now wrestle with all of these various forces across a broad landscape of…

  13. Assessment and Accreditation for Languages: The Emerging Consensus?

    ERIC Educational Resources Information Center

    Hubner, Anke, Ed.; Ibarz, Toni, Ed.; Laviosa, Sara, Ed.

    Chapter titles include the following: "Language Teaching, Accreditation and the Social Purpose of Adult Education" (Liam Kane); "Student Attitudes to Learning, Assessment and Accreditation" (Fran Beaton); "Assessment on a Fully Accredited Open Language Programme: Achieving Beneficial Backwash in a Standardised Scheme" (Dounia Bissar); "Introducing…

  14. A Comparison of Compliance and Aspirational Accreditation Models: Recounting a University's Experience with Both a Taiwanese and an American Accreditation Body

    ERIC Educational Resources Information Center

    Cheng, Nellie S.

    2015-01-01

    Despite the widespread adoption of accreditation processes and the belief in their effectiveness for improving educational quality, the search for good accreditation practices remains a critical issue. This article recounts one university's experiences when simultaneously undergoing the accreditation processes of both the Middle States Commission…

  15. Problems of Accreditation and Quality Assurance of Engineering Education in Developing Countries.

    ERIC Educational Resources Information Center

    Bordia, Surek

    2001-01-01

    Discusses the relationship between funding, management, and quality assurance in engineering education in developing countries. Presents a few case studies on problems of accreditation and quality assessment in larger developing countries such as India and the Philippines, and also in very small developing countries such as Papua New Guinea, Fiji,…

  16. Enhancing State Authorization: The Need for Action by States as Stewards of Higher Education Performance. State-Federal Partnerships in Postsecondary Education

    ERIC Educational Resources Information Center

    Harnisch, Thomas; Nassirian, Barmak; Saddler, Amber; Coleman, Art

    2016-01-01

    This brief examines the "triad" of state governments, the federal government and accrediting agencies and, by shining light on the unique role that state governments play in this partnership, the authors propose reforms that will strengthen the role of state governments, without neglecting the two other legs of the higher education stool.

  17. Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Montessori Accreditation Council for Teacher Education

    ERIC Educational Resources Information Center

    US Department of Education, 2010

    2010-01-01

    The Montessori Accreditation Council for Teacher Education, Commission on Accreditation (MACTE) is a national programmatic and institutional accreditor. The agency currently has 68 freestanding institutions and 13 programs located throughout the United States. The agency's recognition enables its institutions to establish eligibility to receive…

  18. Relationship of Institutional Characteristics to CACREP Accreditation of Doctoral Counselor Education Programs

    ERIC Educational Resources Information Center

    Pace, Ronnie Louis, Jr.

    2016-01-01

    There is a lack of accredited doctoral-level counselor education and supervision (CES) programs available to meet the documented and growing need for more qualified and competent professional counselors. The problem addressed via this study is the shortage of trained doctoral-level counselors and counselor faculty to train other counselors due to…

  19. Administrative Practices of Accredited Adventure Programs.

    ERIC Educational Resources Information Center

    Gass, Michael, Ed.

    In response to the growth and diversification of adventure programming, the Association for Experiential Education developed an accreditation process that addresses both the fluid nature of adventure programming and the need for specificity in standards. This book describes exemplary administrative practices and policies of accredited adventure…

  20. TEAC's Accreditation Process at a Glance, 2009-2011

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2011

    2011-01-01

    The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree programs for professional educators--those who teach and lead in schools, pre-K through grade 12. TEAC accredits undergraduate and graduate programs, including alternate route programs, based on (1) the evidence they have that they…

  1. Managing the Tensions between Maintaining Academic Standards and the Commercial Imperative in a UK Private Sector Higher Education Institution

    ERIC Educational Resources Information Center

    Pitcher, Graham Simons

    2013-01-01

    In a changing landscape of higher education, universities have been moving towards a market-led approach to strategic management. This paper examines the case of a UK private sector education provider that gained degree-awarding powers following changes made in 2004 by the UK Government to the accreditation criteria for recognised degree-awarding…

  2. Counter-Intuitive Findings from Teacher Education Accreditation Council's Surveys of Candidates and Faculty about Candidate Knowledge and Skill

    ERIC Educational Resources Information Center

    Murray, Frank

    2013-01-01

    This article is a report of the findings from a sample of approximately 2,700 students and 1,000 faculty in the first 50 Teacher Education Accreditation\tCouncil (TEAC)-accredited programs for which the online surveys were used. The sample represents nearly all the full-time faculty members surveyed and approximately 30% of the students. On the…

  3. 7 CFR 353.8 - Accreditation of non-government facilities.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... relationship to a larger corporate entity; and (iv) A description of the specific laboratory testing or... the facility is seeking accreditation must be identified and must possess the training, education, or... inspection services for which the facility seeks accreditation, and that training, education, or experience...

  4. The Strategic Purposes and Significant Effects of Quality Assurance in German Higher Education: A Comparative Perspective

    ERIC Educational Resources Information Center

    Tanaka, Masahiro

    2006-01-01

    This paper attempts to explain how the German higher education system strategically used quality assurance, through the new system of accreditation, to offer globally recognisable degrees such as the Bachelor's (Bakkalaureaus) and Master's (Magister) degrees. We also discuss the types of effects that this strategy has produced on the current…

  5. Evaluation Processes of Regional and National Education Accrediting Agencies: Implications for Redesigning an Evaluation Process in California.

    ERIC Educational Resources Information Center

    Bernhardt, Victoria L.

    Colleges and universities in California may be accredited or approved by four different agencies to offer approved programs of teacher education: the State Department of Education's Office of Private Postsecondary Education (OPPE) (for private institutions); the Western Association of Schools and Colleges (WASC); the Commission on Teacher…

  6. Recognition Is Deserved, Qualifications Are Merited. Where Does that Leave Fairness in Accreditation?

    ERIC Educational Resources Information Center

    Gibbs, Paul; Armsby, Pauline

    2011-01-01

    This article contextualises the use of accreditation for prior experiential learning (APEL) in European higher education by analysing the notions of desert and merit. We propose that the credentialising of certain types of knowledge can lead to a narrow definition of education which merely endeavours to serve consumer imperatives so as to market…

  7. Accreditation of Health Educational Programs. Part II: Staff Working Papers.

    ERIC Educational Resources Information Center

    Study of Accreditation of Selected Health Educational Programs, Washington, DC.

    This publication contains a second set of working papers concerned with procedures of the accrediting agencies in the health fields, the accountability and social responsibility of accreditation, and the relationship of accreditation to certification, licensure, and registration. Texts of these papers are included: (1) "Dilemmas of Accreditation…

  8. Improving the Implementation of an United States Accrediting Agency's Retention Standard through Best Practices: An Action Research Study

    ERIC Educational Resources Information Center

    King, Terron A.

    2016-01-01

    Over the last decade, higher education has come under intense scrutiny from the government; accrediting agencies in particular have come under fire for a lack of accountability and transparency. Reports from the Commission on the Future of Higher Education and the Health, Education, Labor and Pensions (HELP) Committee served as a driving force for…

  9. Share Your Voice: Online Community Building during Reaffirmation of Accreditation

    ERIC Educational Resources Information Center

    Kruse, Brenda; Bonura, Kimberlee Bethany; James, Suzanne G.; Potler, Shelley

    2013-01-01

    Walden University recently underwent a successful reaffirmation of accreditation process with The Higher Learning Commission of the North Central Association of Colleges and Schools. As part of the 3-year process, a committee, named the Education and Communication working group, was formed to inform and engage with the entire Walden community. The…

  10. 34 CFR 602.1 - Why does the Secretary recognize accrediting agencies?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... quality of education or training offered by the institutions or programs they accredit. (b) The Secretary... 34 Education 3 2010-07-01 2010-07-01 false Why does the Secretary recognize accrediting agencies? 602.1 Section 602.1 Education Regulations of the Offices of the Department of Education (Continued...

  11. 42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... technologist credentialed in nuclear medicine technology. 2. Instructional Staff—(a) Responsibilities. The...—Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists A. Sponsorship 1... certificate documenting completion of the program. 2. Educational programs may be established in: (a...

  12. 42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... technologist credentialed in nuclear medicine technology. 2. Instructional Staff—(a) Responsibilities. The...—Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists A. Sponsorship 1... certificate documenting completion of the program. 2. Educational programs may be established in: (a...

  13. 42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... technologist credentialed in nuclear medicine technology. 2. Instructional Staff—(a) Responsibilities. The...—Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists A. Sponsorship 1... certificate documenting completion of the program. 2. Educational programs may be established in: (a...

  14. 42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... technologist credentialed in nuclear medicine technology. 2. Instructional Staff—(a) Responsibilities. The...—Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists A. Sponsorship 1... certificate documenting completion of the program. 2. Educational programs may be established in: (a...

  15. Using LibQUAL+[R] Survey Results to Document the Adequacy of Services to Distance Learning Students for an Accreditation Review

    ERIC Educational Resources Information Center

    Lewis, Janice S.

    2011-01-01

    Accreditation is critical to the viability of institutions of higher education. Each of the six regional groups that accredit two- and four-year institutions has standards specifically addressing online or distance learning. In general, these standards require institutions to show that distance learners have adequate access to appropriate library…

  16. [Accreditation of medical laboratories].

    PubMed

    Horváth, Andrea Rita; Ring, Rózsa; Fehér, Miklós; Mikó, Tivadar

    2003-07-27

    In Hungary, the National Accreditation Body was established by government in 1995 as an independent, non-profit organization, and has exclusive rights to accredit, amongst others, medical laboratories. The National Accreditation Body has two Specialist Advisory Committees in the health care sector. One is the Health Care Specialist Advisory Committee that accredits certifying bodies, which deal with certification of hospitals. The other Specialist Advisory Committee for Medical Laboratories is directly involved in accrediting medical laboratory services of health care institutions. The Specialist Advisory Committee for Medical Laboratories is a multidisciplinary peer review group of experts from all disciplines of in vitro diagnostics, i.e. laboratory medicine, microbiology, histopathology and blood banking. At present, the only published International Standard applicable to laboratories is ISO/IEC 17025:1999. Work has been in progress on the official approval of the new ISO 15189 standard, specific to medical laboratories. Until the official approval of the International Standard ISO 15189, as accreditation standard, the Hungarian National Accreditation Body has decided to progress with accreditation by formulating explanatory notes to the ISO/IEC 17025:1999 document, using ISO/FDIS 15189:2000, the European EC4 criteria and CPA (UK) Ltd accreditation standards as guidelines. This harmonized guideline provides 'explanations' that facilitate the application of ISO/IEC 17025:1999 to medical laboratories, and can be used as a checklist for the verification of compliance during the onsite assessment of the laboratory. The harmonized guideline adapted the process model of ISO 9001:2000 to rearrange the main clauses of ISO/IEC 17025:1999. This rearrangement does not only make the guideline compliant with ISO 9001:2000 but also improves understanding for those working in medical laboratories, and facilitates the training and education of laboratory staff. With the

  17. Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

    ERIC Educational Resources Information Center

    Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

    2013-01-01

    This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

  18. Accreditation: Removing the Barrier to Higher Education Reform. Backgrounder. No. 2728. Executive Summary

    ERIC Educational Resources Information Center

    Burke, Lindsey M.; Butler, Stuart M.

    2012-01-01

    America's higher education system is in dire need of reform. The average college student leaves school with more than $23,000 in debt, and total student loan debt in the United States now exceeds $1 trillion. Furthermore, too many students are leaving college without the skills needed to be successful in the workforce. And yet, despite the dire…

  19. Family medicine's search for manpower: the American Osteopathic Association accreditation option.

    PubMed

    Cummings, Mark; Kunkle, Judith L; Doane, Cheryl

    2006-03-01

    In recent years, family medicine has encountered problems recruiting and filling its Accreditation Council for Graduate Medical Education (ACGME)-accredited residencies. In addressing these reverses, one increasingly popular strategy has been to acquire American Osteopathic Association (AOA) accreditation as a way to tap into the growing number of osteopathic graduates. This stratagem is founded on assumptions that parallel-accredited postdoctoral programs are attractive to doctor of osteopathy (DO) graduates, that collaboration with sponsoring colleges of osteopathic medicine (COMs) provides direct access to osteopathic students, and that DOs can play an important role in replacing the increasing scarcity of United States medical graduates who are selecting specialty residencies. Within the past 5 years, nearly 10% of all ACGME family medicine residency programs have voluntarily obtained a second level of accreditation to also qualify as AOA-accredited family medicine residency programs. This strategy has produced mixed outcomes, as noted from the results of the osteopathic matching program. The flood of osteopathic graduates into these parallel-accredited programs has not occurred. In addition, recent AOA policy changes now require ACGME-accredited programs to make a deeper educational commitment to osteopathic postdoctoral education. The most successful ACGME/AOA-accredited programs have been those that are closely affiliated with and in near proximity of a COM and also train osteopathic students in required clerkship rotations.

  20. 38 CFR 21.4253 - Accredited courses.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses § 21.4253... educational institution which is a member of one of the nationally recognized accrediting agencies or... required part of the curriculum. The course objective may be educational (high school diploma or a standard...

  1. Do Accredited Undergraduate Accounting Programmes in Australia Meet the Needs and Expectations of the Accounting Profession?

    ERIC Educational Resources Information Center

    Bayerlein, Leopold; Timpson, Mel

    2017-01-01

    Purpose: The purpose of this paper is to assess the overall alignment of undergraduate accounting degree programmes from all Certified Practicing Accountants Australia and Chartered Accountants Australia and New Zealand accredited higher education providers in Australia with the profession's minimum educational expectations (MEEs).…

  2. Appraisal of Students Experience Survey (SES) as a Measure to Manage the Quality of Higher Education in the Kingdom of Saudi Arabia: An Institutional Study Using Six Sigma Model

    ERIC Educational Resources Information Center

    Al Kuwaiti, Ahmed; Subbarayalu, Arun Vijay

    2015-01-01

    Students' Evaluating Teaching Effectiveness is one of the most widely accepted methods of measuring the Quality of Higher Education worldwide. The University of Dammam is currently performing several evaluations by students as required for academic accreditation by the National Commission for Academic Accreditation and Assessment. Of these, two of…

  3. Accreditation of Engineering Programmes: European Perspectives and Challenges in a Global Context

    ERIC Educational Resources Information Center

    Augusti, Giuliano

    2007-01-01

    The EUR-ACE Socrates-Tempus project (September 2004/March 2006) proposed a decentralized European system for accreditation of engineering programmes in the "Bologna process" area (European Higher Education Area) at the First and Second Cycle (FC and SC) level (but including "Integrated Programmes", i.e. programmes leading…

  4. The UNIQUe Label: Supporting a Culture of Innovation and Quality in Higher Education

    NASA Astrophysics Data System (ADS)

    Boonen, Annemie; Bijnens, Helena

    European higher education institutions will need significant reforms, in order to guarantee their leading role in a globalized knowledge economy. These reforms can be enhanced by improving the way in which traditional universities integrate new technologies both in their educational activities and throughout their strategic and operational processes. The UNIQUe institutional accreditation scheme, analyzed and described in this chapter, intends to support this process of integrating the use of new technologies in higher education. With its specific open approach to quality in e-Learning, UNIQUe emphasizes innovation and creativity in a process that includes self-assessment and constructive dialog with peers and stakeholders involved. UNIQUe intends to use the institutional quality label as a catalyst for continuous improvement and change while setting up collaborative bench learning processes among universities for the adoption and integration of e-Learning.

  5. Does Accreditation Matter? School Readiness Rates for Accredited versus Nonaccredited Child Care Facilities in Florida's Voluntary Pre-Kindergarten Program

    ERIC Educational Resources Information Center

    Winterbottom, Christian; Piasta, Shayne B.

    2015-01-01

    Accreditation is a widely accepted indicator of quality in early education and includes many of the components cited in broad conceptualizations of quality. The purpose of this study was to examine whether kindergarten readiness rates differed between Florida child care facilities that were and were not accredited by any relevant national…

  6. A review of forensic science higher education programs in the United States: bachelor's and master's degrees.

    PubMed

    Tregar, Kristen L; Proni, Gloria

    2010-11-01

    As the number of forensic science programs offered at higher education institutions rises, and more students express an interest in them, it is important to gain information regarding the offerings in terms of courses, equipment available to students, degree requirements, and other important aspects of the programs. A survey was conducted examining the existing bachelor's and master's forensic science programs in the U.S. Of the responding institutions, relatively few were, at the time of the survey, accredited by the forensic science Education Programs Accreditation Commission (FEPAC). In general, the standards of the responding programs vary considerably primarily in terms of their size and subjects coverage. While it is clear that the standards for the forensic science programs investigated are not homogeneous, the majority of the programs provide a strong science curriculum, faculties with advanced degrees, and interesting forensic-oriented courses. © 2010 American Academy of Forensic Sciences.

  7. The Renovation of Higher Education Governance in Vietnam and Its Impact on the Teaching Quality at Universities

    ERIC Educational Resources Information Center

    Pham, Thi Lan Phuong

    2012-01-01

    Significant changes in the policies of higher education in Vietnam have changed the structure and governance of the system since the mid-1990s. The most commonly agreed-upon positive outcome of the governance renovation process is that the formation of a nationwide quality assurance scheme, which is stimulated by accreditation, in the higher…

  8. Accredited Postsecondary Institutions and Programs. Including Institutions Holding Preaccredited Status.

    ERIC Educational Resources Information Center

    Ross, Leslie, W.; Green, Yvonne W.

    This is the fifth edition of a list of postsecondary educational institutions and programs that are accredited by, or that have preaccredited status awarded by, the regional and national accrediting agencies formally recognized by the Secretary of Education. In addition to the lists of postsecondary specialized and vocational institutions and…

  9. Quality indicators to compare accredited independent pharmacies and accredited chain pharmacies in Thailand.

    PubMed

    Arkaravichien, Wiwat; Wongpratat, Apichaya; Lertsinudom, Sunee

    2016-08-01

    Background Quality indicators determine the quality of actual practice in reference to standard criteria. The Community Pharmacy Association (Thailand), with technical support from the International Pharmaceutical Federation, developed a tool for quality assessment and quality improvement at community pharmacies. This tool has passed validity and reliability tests, but has not yet had feasibility testing. Objective (1) To test whether this quality tool could be used in routine settings. (2) To compare quality scores between accredited independent and accredited chain pharmacies. Setting Accredited independent pharmacies and accredited chain pharmacies in the north eastern region of Thailand. Methods A cross sectional study was conducted in 34 accredited independent pharmacies and accredited chain pharmacies. Quality scores were assessed by observation and by interviewing the responsible pharmacists. Data were collected and analyzed by independent t-test and Mann-Whitney U test as appropriate. Results were plotted by histogram and spider chart. Main outcome measure Domain's assessable scores, possible maximum scores, mean and median of measured scores. Results Domain's assessable scores were close to domain's possible maximum scores. This meant that most indicators could be assessed in most pharmacies. The spider chart revealed that measured scores in the personnel, drug inventory and stocking, and patient satisfaction and health promotion domains of chain pharmacies were significantly higher than those of independent pharmacies (p < 0.05). There was no statistical difference between independent pharmacies and chain pharmacies in the premise and facility or dispensing and patient care domains. Conclusion Quality indicators developed by the Community Pharmacy Association (Thailand) could be used to assess quality of practice in pharmacies in routine settings. It is revealed that the quality scores of chain pharmacies were higher than those of independent pharmacies.

  10. NAEYC Accreditation: A Decade of Learning and the Years Ahead.

    ERIC Educational Resources Information Center

    Bredekamp, Sue, Ed.; Willer, Barbara A., Ed.

    The year 1995-96 marks the 10th anniversary of NAEYC accreditation. This collection brings together essays that examine what educators have learned from the past decade along with future directions for accreditation. The chapters focus on three broad themes: (1) effects of NAEYC accreditation on program quality and outcomes for children; (2)…

  11. The Council on Accreditation of Park, Recreation, Tourism, and Related Professions: 2013 Standards-- The Importance of Outcome-Based Assessment and the Connection to Student Learning

    ERIC Educational Resources Information Center

    Blazey, Michael A.

    2014-01-01

    The Council for Higher Education Accreditation (CHEA) adopted recognition standards in 2006 requiring regional and professional accreditors such as the Council on Accreditation of Park, Recreation, Tourism, and Related Professions (COAPRT) to adopt standards and practices advancing academic quality, demonstrating accountability, and encouraging…

  12. Recommended Standards for Teacher Education. The Accreditation of Basic and Advanced Preparation Programs for Professional School Personnel.

    ERIC Educational Resources Information Center

    American Association of Colleges for Teacher Education, Washington, DC.

    These recommended standards for teacher education are the result of a 3-year study conducted by the Evaluative Criteria Study Committee of AACTE in response to its mandate from the National Council on Accreditation of Teacher Education (NCATE). The recommendations are presented in two major sections, one concerned with standards for basic teacher…

  13. Holding Tight or at Arm's Length: How Higher Education Regional Accrediting Bodies Address PLA. Research Brief

    ERIC Educational Resources Information Center

    Council for Adult and Experiential Learning, 2014

    2014-01-01

    Prior learning assessment (PLA) is the term used for the various ways in which higher education institutions and other organizations assess an individual's learning for the purposes of granting college credit, certification, or advanced standing in a postsecondary education program. In recent years, there has been growing interest in PLA from…

  14. History and Status of School Psychology Accreditation in the United States.

    ERIC Educational Resources Information Center

    Fagan, Thomas K.; Wells, Perri Dawn

    2000-01-01

    A history of school psychology accreditation and a chronology of program decisions are developed from perspectives on accreditation by the American Psychological Association (APA), the National Council for Accreditation in Teacher Education (NCATE), the National Association of School Psychologists (NASP), and the efforts of the APA/NASP Joint Task…

  15. Lessons from Ten Years of TEAC's Accrediting Activity

    ERIC Educational Resources Information Center

    Murray, Frank B.

    2010-01-01

    Founded in 1997, the Teacher Education Accreditation Council (TEAC) designed a system that balances three sources of evidence in a single accreditation system: (1) that the program's graduates are qualified, competent, and caring beginning teachers; (2) that the program faculty investigates the factors that improve program quality; and (3) that…

  16. Higher Education in Norway. Monographs on Higher Education.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education.

    The system of higher education of Norway is described. After tracing the history and present structure of the Norwegian higher education system, information is provided on: the administrative structure, staff, costs, library service, the content and organization of courses, research in higher education, adult education, teaching and evaluation…

  17. CREATING: a sustainable plan for biomedical higher education in Saudi Arabia. Phase I

    PubMed Central

    Cirillo, Nicola; AlShwaimi, Emad; Prime, Stephen S.; Al-Hayani, Abdulmonem

    2015-01-01

    Biomedical higher education has been acquiring increasing importance worldwide, including the Kingdom of Saudi Arabia, and effective strategies to improve outcomes and competitiveness are key for academic success. The plan presented here is divided into two major phases. Phase 1 (Communication, Research governance, Education planning, Accreditation) deals mainly with adopting a systematic approach to academic activities according to the current international standards. In other words, the aim is to re-organise what is already in place, taking into account current guidelines and strategies that help improve quality of education and research. It is suggested that this is not necessarily to be achieved by major investments but, rather, by a more imaginative and structured work plan. In Phase 2 (Translational practice, Implementation, Networking, Growth), higher education institutions are expected to invest in new strategic resources, to establish strong reciprocal links with international academic partners and industry, and to shift their attention to the hot topics and current academic challenges, leading the way in translational education models and pioneering cutting-edge research. PMID:25901139

  18. 42 CFR Appendix A to Part 75 - Standards for Accreditation of Educational Programs for Radiographers

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Standards for Accreditation of Educational Programs for Radiographers A Appendix A to Part 75 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH... film evaluation; (k) Methods of patient care; (l) Pathology; (m) Radiologic physics; and (n) Radiation...

  19. [Regional ophthalmological cluster as a resource basis for the process and the procedure of specialist accreditation].

    PubMed

    Chukhraev, A M; Khodzhaev, N S; Malyugin, B E; Doga, A V; Zabolotniy, A G

    Since 2016, phased introduction of specialist accreditation has been launched. Many issues like how training at regional accreditation centers (RACs) should be organized - for applicants applying for primary specialized accreditation as residents in ophthalmology (2018) or periodic accreditation as practicing ophthalmologists (2021) - are yet debatable. to provide organizational and educational resources for arranging accreditation of ophthalmologists at the background of improving the quality of medical care in a federal subject of the Russian Federation. The study object was the process and the procedure of accreditation, the study subject - the system of specialist accreditation. bibliographical, analytical, and expert. Methodological basis for tasks solving: mobilization of an independent organizational structure, that is, the regional ophthalmological scientific-educational cluster (ROSEC). Three complex problems have been defined that require solution. 1. Discrepancies between accreditation procedures depending on the type of accreditation. The absence of practical skills assessment within the periodical accreditation procedure and low availability of innovative simulation systems impede the achievement of the declared goals of accreditation. 2. The absence of a clear order and criteria for portfolio assessment as well as a legal format of its formation during non-interrupted medical education (NIME) demands active management. 3. There is still a lack of appropriate organizational, educational, material technical, and personnel support of the accreditation system. The proposed organizational and methodological approaches are aimed at solving issues of accreditation support, proper functioning of RACs, and improving the quality and regional availability of NIME. Systematic approach effectively solves the problem of resource support of accreditation. ROSEC should be regarded as the provision basis for complex of all stages of ophthalmologist accreditation and

  20. Toward Institutional Autonomy or Nationalization? A Case Study of the Federal Role in U.S. Higher Education Accreditation

    ERIC Educational Resources Information Center

    Matthews, Leah K.

    2012-01-01

    The centerpiece of the United States government's commitment to assuring that more Americans enroll in college and earn a degree is a massive system of federal financial aid that delivers billions of dollars to millions of students enrolled in accredited universities across the country. Since 1952, the federal government has relied upon…

  1. 76 FR 52548 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-23

    .... APHIS-2006-0093] RIN 0579-AC04 National Veterinary Accreditation Program; Currently Accredited... accredited in the National Veterinary Accreditation Program (NVAP) may continue to perform accredited duties..., 2011. FOR FURTHER INFORMATION CONTACT: Dr. Todd Behre, National Veterinary Accreditation Program, VS...

  2. Factors Affecting the Impact of Teacher Education Programmes on Teacher Preparedness: Implications for Accreditation Policy

    ERIC Educational Resources Information Center

    Ingvarson, Lawrence; Beavis, Adrian; Kleinhenz, Elizabeth

    2007-01-01

    The purpose of this study was to provide guidance to policy-makers about the standards that might be appropriate for accrediting teacher education programmes. The study was commissioned by the Victorian Institute of Teaching (VIT), a statutory body established in 2001 by the Victorian state government with responsibility for the registration…

  3. Professional Competence and Higher Education: The ASSET Programme.

    ERIC Educational Resources Information Center

    Winter, Richard; Maisch, Maire

    This book describes the ASSET (Accreditation for Social Services Experience and Training) Program, a British program which addresses the need for effective education and development of social workers and a model variant of ASSET used to train engineers. The work draws on three different traditions: the principles of National Vocational…

  4. The SAU Report: National Council for Accreditation of Teacher Education Standards, Procedures, and Policies. [Videotape].

    ERIC Educational Resources Information Center

    Reppert, James E.

    This 25-minute videotape is a production of the Broadcast Journalism emphasis at Southern Arkansas University (SAU) in Magnolia. SAU is a state-supported institution with an enrollment of 2,500 students. During the 1998-99 academic year, a team representing the National Council for Accreditation of Teacher Education (NCATE) evaluated the SAU…

  5. The Evaluation of Study Abroad Programs Under the Auspices of American Colleges and Universities: U.S. Regional Accrediting Agencies Look at Study Abroad.

    ERIC Educational Resources Information Center

    Pfnister, Allan O.

    This document presents a report of a joint venture of 6 regional accrediting agencies in a pilot project to evaluate 10 study abroad programs for American students sponsored by U.S. colleges and universities. The pilot project was coordinated and financed by the Federation of Regional Accrediting Commissions of Higher Education, but this document…

  6. NADE Accreditation: The Right Decision for the Current Time

    ERIC Educational Resources Information Center

    NADE Digest, 2018

    2018-01-01

    The National Association for Developmental Education (NADE) Accreditation process is more relevant and important than ever to the discussion of students' success and completion of meaningful credentials. In the current politically-charged climate, NADE Accreditation helps programs demonstrate not only to themselves and their administrations, but…

  7. Renewing or Writing a School of Education Secondary Science SPA Accreditation Report

    ERIC Educational Resources Information Center

    Bazler, Judith A.; Van Sickle, Meta; Graybill, Letitia

    2015-01-01

    In the United States, Universities have accepted the necessity for standards in many disciplines and have chosen to apply for accreditation through either state or national accreditation approved agencies. In some states, accreditation is required by the state governing groups in order for students to receive state or national scholarship aid. In…

  8. 75 FR 59605 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-28

    .... APHIS-2006-0093] RIN 0579-AC04 National Veterinary Accreditation Program; Currently Accredited... Veterinary Accreditation Program (NVAP) may continue to perform accredited duties and to elect to continue to..., National Veterinary Accreditation Program, VS, APHIS, 4700 River Road Unit 200, Riverdale, MD 20737; (301...

  9. Valuing the Accreditation Process

    ERIC Educational Resources Information Center

    Bahr, Maria

    2018-01-01

    The value of the National Association for Developmental Education (NADE) accreditation process is far-reaching. Not only do students and programs benefit from the process, but also the entire institution. Through data collection of student performance, analysis, and resulting action plans, faculty and administrators can work cohesively towards…

  10. Does hospital accreditation impact bariatric surgery safety?

    PubMed

    Morton, John M; Garg, Trit; Nguyen, Ninh

    2014-09-01

    To evaluate the impact of hospital accreditation upon bariatric surgery outcomes. Since 2004, the American College of Surgeons and the American Society of Metabolic and Bariatric Surgery have accredited bariatric hospitals. Few studies have evaluated the impact of hospital accreditation on all bariatric surgery outcomes. Bariatric surgery hospitalizations were identified using International Classification of Diseases, Ninth Revision (ICD9) codes in the 2010 Nationwide Inpatient Sample (NIS). Hospital names and American Hospital Association (AHA) codes were used to identify accredited bariatric centers. Relevant ICD9 codes were used for identifying demographics, length of stay (LOS), total charges, mortality, complications, and failure to rescue (FTR) events. There were 117,478 weighted bariatric patient discharges corresponding to 235 unique hospitals in the 2010 NIS data set. A total of 72,615 (61.8%) weighted discharges, corresponding to 145 (61.7%) named or AHA-identifiable hospitals were included. Among the 145 hospitals, 66 (45.5%) were unaccredited and 79 (54.5%) accredited. Compared with accredited centers, unaccredited centers had a higher mean LOS (2.25 vs 1.99 days, P < 0.0001), as well as total charges ($51,189 vs $42,212, P < 0.0001). Incidence of any complication was higher at unaccredited centers than at accredited centers (12.3% vs 11.3%, P = 0.001), as was mortality (0.13% vs 0.07%, P = 0.019) and FTR (0.97% vs 0.55%, P = 0.046). Multivariable logistic regression analysis identified unaccredited status as a positive predictor of incidence of complication [odds ratio (OR) = 1.08, P < 0.0001], as well as mortality (OR = 2.13, P = 0.013). Hospital accreditation status is associated with safer outcomes, shorter LOS, and lower total charges after bariatric surgery.

  11. The Benefits and Costs of Accreditation of Undergraduate Medical Education Programs Leading to the MD Degree in the United States and Its Territories

    ERIC Educational Resources Information Center

    Muhtadi, Dalal J.

    2013-01-01

    This study assessed the value of accreditation of all 126 fully-accredited four-year undergraduate medical education programs leading to the MD degree in the US through two lenses, "perceived benefits and costs" from the perspective of the leadership of internal stakeholders of the aforementioned programs. The online survey was sent to a…

  12. Hearing on Accreditation of Graduate Medical Education. Hearing before the Subcommittee on Oversight and Investigations of the Committee on Economic and Educational Opportunities. House of Representatives, 104th Congress, First Session.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House.

    The Subcommittee met to examine recent new standards of the Accreditation Council for Graduate Medical Education (ACGME) that require training programs in obstetrics and gynecology to perform and teach abortion techniques, as well as the impact of these standards on program accreditation, and the programs' and students' consequent eligibility for…

  13. Peer Review and the Dilemmas of Quality Control in Programme Accreditation in South African Higher Education: Challenges and Possibilities

    ERIC Educational Resources Information Center

    Cross, Michael; Naidoo, Devika

    2011-01-01

    The paper scrutinises the dynamics and the nature of peer review in the programme evaluation and accreditation process within the context of diverse individual and institutional legacies in South Africa. It analyses the peer review process and highlights the contestation at political, policy and epistemological levels. The paper argues that,…

  14. ACEHSA accreditation safeguards the public interest.

    PubMed

    Sundre, Steven M

    2004-01-01

    Daily, we are reminded that the public's investment in attaining quality health and medical care is among the most important priorities of our nation's citizens. Central to realizing that attainment is the level of professional competence of those charged with managing the nation's health resources. The not-for-profit Accrediting Commission on Education for Health Services Administration is the sole national organization governing the standards by which future health managers, administrators, and executives are educated and trained in accredited graduate programs. The impact of the ACEHSA is growing as health and medical leaders, government and regulatory policy-makers, insurance executives, special interest groups, and, of course, members of the public increasingly realize that top-flight healthcare delivery requires excellence in the management of health resources.

  15. A comprehensive education plan: the key to a successful Joint Commission on Accreditation of Healthcare Organizations survey.

    PubMed

    Thurber, Raymond; Read, Linda Eklof

    2008-01-01

    This article describes how education specialists from a 359-bed acute care hospital in the Northeast developed and implemented a comprehensive educational plan to prepare all staff members on the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) tracer methodology and upcoming triennial survey. This methodology can be utilized by staff development educators in any setting to not only prepare staff members for a successful JCAHO survey but also to meet or exceed JCAHO standards in one's everyday job.

  16. Dental School Accreditation Costs: The Impact of Accreditation on Dental Education at the University of Maryland Dental School, 1981.

    ERIC Educational Resources Information Center

    Moreland, Ernest F.; Linthicum, Dorothy S.

    The Baltimore College of Dental Surgery (University of Maryland) measured direct and indirect costs of the school's 1981 accreditation visit. The four objectives of the cost study were these: (1) to determine the direct (wages and operating expenditures) and indirect (effect on school goals and morale) cost of accreditation to the Dental School;…

  17. Survey of animal welfare, animal behavior, and animal ethics courses in the curricula of AVMA Council on Education-accredited veterinary colleges and schools.

    PubMed

    Shivley, Chelsey B; Garry, Franklyn B; Kogan, Lori R; Grandin, Temple

    2016-05-15

    OBJECTIVE To explore the extent to which veterinary colleges and schools accredited by the AVMA Council on Education (COE) have incorporated specific courses related to animal welfare, behavior, and ethics. DESIGN Survey and curriculum review. SAMPLE All 49 AVMA COE-accredited veterinary colleges and schools (institutions). PROCEDURES The study consisted of 2 parts. In part 1, a survey regarding animal welfare, behavior, and ethics was emailed to the associate dean of academic affairs at all 49 AVMA COE-accredited institutions. In part 2, the curricula for the 30 AVMA COE-accredited institutions in the United States were reviewed for courses on animal behavior, ethics, and welfare. RESULTS Seventeen of 49 (35%) institutions responded to the survey of part 1, of which 10 offered a formal animal welfare course, 9 offered a formal animal behavior course, 8 offered a formal animal ethics course, and 5 offered a combined animal welfare, behavior, and ethics course. The frequency with which courses on animal welfare, behavior, and ethics were offered differed between international and US institutions. Review of the curricula for the 30 AVMA COE-accredited US institutions revealed that 6 offered a formal course on animal welfare, 22 offered a formal course on animal behavior, and 18 offered a formal course on animal ethics. CONCLUSIONS AND CLINICAL RELEVANCE Results suggested that AVMA COE-accredited institutions need to provide more formal education on animal welfare, behavior, and ethics so veterinarians can be advocates for animals and assist with behavioral challenges.

  18. Raising the bar: the importance of hospital library standards in the continuing medical education accreditation process*

    PubMed Central

    Cyr Gluck, Jeannine; Hassig, Robin Ackley

    2001-01-01

    The Connecticut State Medical Society (CSMS) reviews and accredits the continuing medical education (CME) programs offered by Connecticut's hospitals. As part of the survey process, the CSMS assesses the quality of the hospitals' libraries. In 1987, the CSMS adopted the Medical Library Association's (MLA's) “Minimum Standards for Health Sciences Libraries in Hospitals.” In 1990, professional librarians were added to the survey team and, later, to the CSMS CME Committee. Librarians participating in this effort are recruited from the membership of the Connecticut Association of Health Sciences Librarians (CAHSL). The positive results of having a qualified librarian on the survey team and the invaluable impact of adherence to the MLA standards are outlined. As a direct result of this process, hospitals throughout the state have added staffing, increased space, and added funding for resources during an era of cutbacks. Some hospital libraries have been able to maintain a healthy status quo, while others have had proposed cuts reconsidered by administrators for fear of losing valuable CME accreditation status. Creating a relationship with an accrediting agency is one method by which hospital librarians elsewhere may strengthen their efforts to ensure adequate library resources in an era of downsizing. In addition, this collaboration has provided a new and important role for librarians to play on an accreditation team. PMID:11465686

  19. Mandatory Accreditation for Special Educational Needs Co-Ordinators: Biopolitics, Neoliberal Managerialism and the Deleuzo-Guattarian "War Machine"

    ERIC Educational Resources Information Center

    Done, Elizabeth J.; Murphy, Mike; Knowler, Helen

    2015-01-01

    Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational…

  20. Accreditation of prior learning: andragogy in action or a 'cut price' approach to education?

    PubMed

    Howard, S

    1993-11-01

    The rapid changes in nurse education are proceeding within the wider context of developments in adjacent educational fields, which are themselves subject to external influences, and one such development is the accreditation of prior experiential learning (APEL). In order to be critically aware of the potential involved in embracing this concept, it is necessary to clarify and examine the influencing factors which guide the current andragogical climate of nurse education, and those which predispose to the recognition of APEL. Utilizing a case-study approach, this paper will examine the relevant issues as they relate to experienced students pursuing the learning outcomes of Project 2000, and will address the question of value for all parties concerned.

  1. The Relationship between Job Satisfaction and Overall Wellness in Counselor Educators

    ERIC Educational Resources Information Center

    Riley, Julie

    2017-01-01

    This study explored the relationship between overall wellness and job satisfaction in counselor educators. Full-time counselor educators employed in higher education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) completed the Five Factor Wellness Inventory to measure overall wellness…

  2. Educational Auditing and Voluntary Institutional Accrediting. ERIC/Higher Education Research Report No. 1, 1975.

    ERIC Educational Resources Information Center

    Harcleroad, Fred F.; Dickey, Frank G.

    The quality of postsecondary education institutions should be enhanced by more effective procedures for evaluating and reporting to the public on the achievement of the stated goals and objectives of each institution. This paper considers the use of an educational audit as a means of meeting this need. An educational audit is defined as an…

  3. Accreditation of undergraduate medical training programs: practices in nine developing countries as compared with the United States.

    PubMed

    Cueto, Jose; Burch, Vanessa C; Adnan, Nor Azila Mohd; Afolabi, Bosede B; Ismail, Zalina; Jafri, Wasim; Olapade-Olaopa, E Oluwabunmi; Otieno-Nyunya, Boaz; Supe, Avinash; Togoo, Altantsetseg; Vargas, Ana Lia; Wasserman, Elizabeth; Morahan, Page S; Burdick, William; Gary, Nancy

    2006-07-01

    Undergraduate medical training program accreditation is practiced in many countries, but information from developing countries is sparse. We compared medical training program accreditation systems in nine developing countries, and compared these with accreditation practices in the United States of America (USA). Medical program accreditation practices in nine developing countries were systematically analyzed using all available published documents. Findings were compared to USA accreditation practices. Accreditation systems with explicitly defined criteria, standards and procedures exist in all nine countries studied: Argentina, India, Kenya, Malaysia, Mongolia, Nigeria, Pakistan, Philippines and South Africa. Introduction of accreditation processes is relatively recent, starting in 1957 in India to 2001 in Malaysia. Accrediting agencies were set up in these countries predominantly by their respective governments as a result of legislation and acts of Parliament, involving Ministries of Education and Health. As in the USA, accreditation: (1) serves as a quality assurance mechanism promoting professional and public confidence in the quality of medical education, (2) assists medical schools in attaining desired standards, and (3) ensures that graduates' performance complies with national norms. All nine countries follow similar accreditation procedures. Where mandatory accreditation is practiced, non-compliant institutions may be placed on probation, student enrollment suspended or accreditation withdrawn. Accreditation systems in several developing countries are similar to those in the developed world. Data suggest the trend towards instituting quality assurance mechanisms in medical education is spreading to some developing countries, although generalization to other areas of the world is difficult to ascertain.

  4. The Condition of Accreditation: U.S. Accreditation in 2011

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2012

    2012-01-01

    Institutions are accredited by three types of accreditors: national faith-related organizations that accredit religiously affiliated and doctrinally based institutions that are primarily degree-granting and nonprofit; national career-related organizations that accredit mainly for-profit career-based degree-granting and non-degree-granting…

  5. Exploring the Influence of the Japanese Accreditation System through Managerial and Institutional Lenses

    ERIC Educational Resources Information Center

    Honda, Hirosuke

    2012-01-01

    In response to the declining quality of Japanese undergraduate education, the Ministry of Education implemented the accreditation system in 2004. As the first cycle of accreditation reviews ended in 2010, the effectiveness of these reviews has been discussed in the policy arena. This qualitative study examined the influence of accreditation…

  6. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... accreditation body approval. 900.13 Section 900.13 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... Certification § 900.13 Revocation of accreditation and revocation of accreditation body approval. (a) FDA action following revocation of accreditation. If a facility's accreditation is revoked by an accreditation body...

  7. Educational Assistance for Recruitment and Retention: Enabling an Operational Reserve

    DTIC Science & Technology

    2008-03-25

    The U.S. Army War College is accredited by the Commission on Higher Education of the Middle State Association of Colleges and Schools, 3624 Market ... Market Street, Philadelphia, PA 19104, (215) 662-5606. The Commission on Higher Education is an institutional accrediting agency recognized by the U.S...program. The Army Reserve realizes that the market is very competitive for potential recruits and tailors educational incentives to attract the best

  8. Operationalising and piloting the IUHPE European accreditation system for health promotion.

    PubMed

    Battel-Kirk, Barbara; Barry, Margaret M; van der Zanden, Gerard; Contu, Paolo; Gallardo, Carmen; Martinez, Ana; Speller, Viv; Debenedetti, Sara

    2015-09-01

    The International Union for Health Promotion and Education (IUHPE) European Accreditation System for Health Promotion aims to promote quality assurance in health promotion practice, education and training. The System is designed to be flexible and sensitive to the different contexts for health promotion practice, education and training in Europe, while maintaining robust criteria. These competency-based criteria were developed in the CompHP Project (2009-2012) that developed core competencies, professional standards and an accreditation framework for health promotion practice, education and training in the context of workforce capacity development in Europe.This paper describes how consultations undertaken with the health promotion community informed the structure and processes of the IUHPE Accreditation System. An overview of its development, key functions and the piloting of its implementation, which was co-funded by the European Union in the context of the EU Health Programme, is presented.Feedback from consultations with key health promotion stakeholders in Europe indicated overall support for the development of an accreditation system for health promotion. However, a number of potential barriers to its implementation were noted including: absence of dedicated practitioners and professional bodies in some countries; lack of clarity about professional boundaries; lack of financial resources required to facilitate capacity building; and concerns about the costs, objectivity and transparency of the system. Feedback from the consultations shaped and informed the process of designing an operational accreditation system to ensure that it would be responsive to potential users' needs and concerns.Based on the agreed structures and processes, a web-based application system was developed and managed at IUHPE headquarters. A governance structure was established together with agreed policies and procedures for the System. During the pilot period, applications from 20

  9. The "Glocalization" of Medical School Accreditation: Case Studies From Taiwan, South Korea, and Japan.

    PubMed

    Ho, Ming-Jung; Abbas, Joan; Ahn, Ducksun; Lai, Chi-Wan; Nara, Nobuo; Shaw, Kevin

    2017-12-01

    In an age of globalized medical education, medical school accreditation has been hailed as an approach to external quality assurance. However, accreditation standards can vary widely across national contexts. To achieve recognition by the World Federation for Medical Education (WFME), national accrediting bodies must develop standards suitable for both local contexts and international recognition. This study framed this issue in terms of "glocalization" and aimed to shine light on this complicated multistakeholder process by exploring accreditation in Taiwan, South Korea, and Japan. This study employed a comparative case-study design, examining the national standards that three accreditation bodies in East Asia developed using international reference standards. In 2015-2016, the authors conducted document analysis of the English versions of the standards to identify the differences between the national and international reference standards as well as how and why external standards were adapted. Each country's accreditation body sought to balance local needs with global demands. Each used external standards as a template (e.g., Liaison Committee on Medical Education, General Medical Council, or WFME standards) and either revised (Taiwan, South Korea) or annotated (Japan) the standards to fit the local context. Four categories of differences emerged to account for how and why national standards departed from external references: structural, regulatory, developmental, and aspirational. These countries' glocalization of medical accreditation standards serve as examples for others seeking to bring their accreditation practices in line with global standards while ensuring that local values and societal needs are given adequate consideration.

  10. The Impact of CACREP Accreditation: A Multiway Frequency Analysis of Ethics Violations and Sanctions

    ERIC Educational Resources Information Center

    Even, Trigg A.; Robinson, Chester R.

    2013-01-01

    The impact of CACREP accreditation on counselor competency has received little empirical investigation. Differences in the frequency and type of ethical misconduct between graduates of CACREP-accredited and non-CACREP-accredited counselor education programs were investigated. Results of a multiway frequency analysis indicated that fully licensed…

  11. Accreditation of Engineering Programs: An Evaluation of Current Practices in Malaysia

    ERIC Educational Resources Information Center

    Said, Suhana Mohd; Chow, Chee-Onn; Mokhtar, N.; Ramli, Rahizar; Ya, Tuan Mohd Yusoff Shah Tuan; Sabri, Mohd Faizul Mohd

    2013-01-01

    The curriculum for undergraduate engineering courses in Malaysia is becoming increasingly structured, following the global trend for quality assurance in engineering education, through accreditation schemes. Generally, the accreditation criteria call for the graduates from engineering programs to demonstrate a range of skills, from technical…

  12. The contested space: The impact of competency-based education and accreditation on dietetic practice in Australia.

    PubMed

    Ash, Susan; Palermo, Claire; Gallegos, Danielle

    2018-05-06

    Competency-based Education (CBE) has underpinned the education of dietitians in Australia since the first Competency Standards (CS) were published; however, little is known about how CBE has influenced dietetic practice. The aim of this paper is to explore how a CBE framework and the CS have influenced dietetic practice in Australia since 1990. A qualitative investigation explored concepts of dietetic practice. Data analysed were original interviews previously undertaken with recent graduate dietitians during 1991 (n = 26), 1998 (n = 23) and 2007 (n = 19) and seven guided discussions with dietitians and employers (n = 28) conducted in 2014 to identify themes. The DAA Competency Standards and Accreditation Manuals/Standards since 1990 were also analysed to triangulate the interview data and to investigate how the CS were interpreted. Themes identified from interviews included: (i) communicating for better care, (ii) scientific enquiry for effective practice, (iii) critical thinking and evidence-based practice and (iv) professionalism, which remained core to dietetic practice over time, but leadership, advocacy, business management and entrepreneurial skills have emerged more strongly as the scope of practice has diversified. The landscape in which dietitians' practice showed increasing complexity and clear boundaries separating professional roles were disappearing. The 2015 CS and the 2017 Accreditation Standards highlighted that competency remains a shifting construct and that professional behaviours change depending on economic and political reasons in the play of power. Accreditation policy and current standards have successfully maintained a standard of dietetic practice across a diverse country but have the potential to constrain innovation. © 2018 Dietitians Association of Australia.

  13. Health-promoting educational settings in Taiwan: development and evaluation of the Health-Promoting School Accreditation System.

    PubMed

    Chen, Fu-Li; Lee, Albert

    2016-03-01

    The Taiwan Ministry of Health and Welfare and Ministry of Education launched the Health-Promoting School (HPS) program in 2002. One of the most significant barriers to evaluating HPS is the absence of adequate instruments. The main aim of this study is to develop the Taiwan Health-Promoting School Accreditation System (HPSAS) framework and then evaluate its accreditation effectiveness. The HPSAS accreditation standards were derived mainly from the World Health Organization (WHO) publication, WHO Health Promoting Schools: A Framework for Action in 2008 and the Taiwan School Health Act. Delphi technique and pilot test were used to confirm the availability and acceptability of the standards and procedures for HPSAS in 2011. After that, two rounds of school evaluations were completed in 2012 (214 participant schools) and 2014 (182 participant schools). The accreditation operation process included documentary reviews, national and international accredited commissioners conducted on-site visits. Descriptive analyses were used to indicate HPS award level distribution. The study established six key HPSAS standards. Each standard had at least two components; overall, there were 21 components and 47 scoring elements. Of the participating schools evaluated in 2012, four were at the gold, 14 silver, and 120 bronze levels, compared with five, 20, and 31, respectively, of schools evaluated in 2014. The study showed that schools at different award levels had different full-score rates in six standards. The schools at the gold level performed exceptionally well. The worst performance among the six standards at each award level was in the skill-based health curriculum. The HPSAS is an objective instrument used to evaluate the process and outcomes of the HPS program. In the future, combinations of different types of data (e.g. students' health behaviors, school climate, or teachers' health-teaching innovations) will enable further validation of the HPS effectiveness. © The Author

  14. The Ambulatory Long-Block: An Accreditation Council for Graduate Medical Education (ACGME) Educational Innovations Project (EIP)

    PubMed Central

    Schauer, Daniel P.; Diers, Tiffiny; Mathis, Bradley R.; Neirouz, Yvette; Boex, James R.; Rouan, Gregory W.

    2008-01-01

    Introduction Historical bias toward service-oriented inpatient graduate medical education experiences has hindered both resident education and care of patients in the ambulatory setting. Aim Describe and evaluate a residency redesign intended to improve the ambulatory experience for residents and patients. Setting Categorical Internal Medicine resident ambulatory practice at the University of Cincinnati Academic Health Center. Program Description We created a year-long continuous ambulatory group-practice experience separated from traditional inpatient responsibilities called the long block as an Accreditation Council for Graduate Medical Education Educational Innovations Project. The practice adopted the Chronic Care Model and residents received extensive instruction in quality improvement and interprofessional teams. Program Evaluation The long block was associated with significant increases in resident and patient satisfaction as well as improvement in multiple quality process and outcome measures. Continuity and no-show rates also improved. Discussion An ambulatory long block can be associated with improvements in resident and patient satisfaction, quality measures, and no-show rates. Future research should be done to determine effects of the long block on education and patient care in the long term, and elucidate which aspects of the long block most contribute to improvement. PMID:18612718

  15. Accreditation or Validation of Prior Experiential Learning: Knowledge and "Savoirs" in France-A Different Perspective?

    ERIC Educational Resources Information Center

    Pouget, Mireille; Osborne, Michael

    2004-01-01

    This article stems from the study of the process and application of Accreditation of Prior Experiential Learning (APEL) in the French higher education system, in France referred to as VAP (Validation des Acquis Professionnels ). The paper seeks to review not only the context in which the concepts underpinning VAP in France have developed, but also…

  16. Learning through Accreditation: Faculty Reflections on the Experience of Program Evaluation

    ERIC Educational Resources Information Center

    Garrison, Sarah; Herring, Angel; Hinton, W. Jeff

    2013-01-01

    This qualitative study was conducted to explore the personal and professional experiences of family and consumer sciences educators (n = 3) who recently participated in the AAFCS accreditation process utilizing the 2010 Accreditation standards. Analysis of the transcribed semi-structured interview data yielded four overarching categories: (a)…

  17. Physician preferences for accredited online continuing medical education.

    PubMed

    Young, Kevin J; Kim, Julie J; Yeung, George; Sit, Christina; Tobe, Sheldon W

    2011-01-01

    The need for up-to-date and high-quality continuing medical education (CME) is growing while the financial investment in CME is shrinking. Despite online technology's potential to efficiently deliver electronic CME (eCME) to large numbers of users, it has not yet displaced traditional CME. The purpose of this study was to explore what health care providers want in eCME and how they want to use it. This was a qualitative study. Two 3-hour focus groups were held with physicians in both academic and community practices as well as trainees knowledgeable in the hypertension clinical practice guidelines with a willingness to discuss eCME. Content/thematic analysis was used to examine the data. Three main themes emerged: credibility, content/context, and control. Credibility was the most consistent and dominant theme. Affiliations with medical organizations and accreditation were suggested as methods by which eCME can gain credibility. The content and need for discussion of the content emerged as a key pivot point between eCME and traditional CME: a greater need for discussion was linked to a preference for traditional face-to-face CME. Control over the content and how it was accessed was an emergent theme, giving learners the ability to control the depth of learning and the time spent. They valued the ability to quickly find information that was in a format (podcast, video, mobile device) that best suited their learning needs or preferences at the time. This study provides insight into physician preferences for eCME and hypotheses that can be used to guide further research. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  18. A Report of the Nineteenth Annual Kansas College Conference and Teacher Education and Professional Standards Conference on Teacher Education; An Examination of Standards and Evaluative Criteria for the Accreditation of Teacher Education.

    ERIC Educational Resources Information Center

    Kansas Advisory Council on Education, Topeka.

    The major portion of this report consists of speeches examining the work of a committee appointed by The American Association of Colleges for Teacher Education (AACTE) in 1966 to propose standards and evaluative criteria for the accreditation of teacher education. Speeches presented include: "NCATE Faces the 1970's" by Rolf W. Larson,…

  19. [Accreditation model for acute hospital care in Catalonia, Spain].

    PubMed

    López-Viñas, M Luisa; Costa, Núria; Tirvió, Carmen; Davins, Josep; Manzanera, Rafael; Ribera, Jaume; Constante, Carles; Vallès, Roser

    2014-07-01

    The implementation of an accreditation model for healthcare centres in Catalonia which was launched for acute care hospitals, leaving open the possibility of implementing it in the rest of lines of service (mental health and addiction, social health, and primary healthcare centres) is described. The model is based on the experience acquired over more tan 31 years of hospital accreditation and quality assessment linked to management. In January 2006 a model with accreditation methodology adapted to the European Foundation for Quality Management (EFQM) model was launched. 83 hospitals are accredited, with an average of 82.6% compliance with the standards required for accreditation. The number of active assessment bodies is 5, and the accreditation period is 3 years. A higher degree of compliance of the so-called "agent" criteria with respect to "outcome" criteria is obtained. Qualitative aspects for implementation to be stressed are: a strong commitment both from managers and staff in the centres, as well as a direct and fluent communication between the accreditation body (Ministry of Health of the Government of Catalonia) and accredited centres. Professionalism of audit bodies and an optimal communication between audit bodies and accredited centres is also added. Copyright © 2014. Published by Elsevier Espana.

  20. How changing quality management influenced PGME accreditation: a focus on decentralization and quality improvement.

    PubMed

    Akdemir, Nesibe; Lombarts, Kiki M J M H; Paternotte, Emma; Schreuder, Bas; Scheele, Fedde

    2017-06-02

    Evaluating the quality of postgraduate medical education (PGME) programs through accreditation is common practice worldwide. Accreditation is shaped by educational quality and quality management. An appropriate accreditation design is important, as it may drive improvements in training. Moreover, accreditors determine whether a PGME program passes the assessment, which may have major consequences, such as starting, continuing or discontinuing PGME. However, there is limited evidence for the benefits of different choices in accreditation design. Therefore, this study aims to explain how changing views on educational quality and quality management have impacted the design of the PGME accreditation system in the Netherlands. To determine the historical development of the Dutch PGME accreditation system, we conducted a document analysis of accreditation documents spanning the past 50 years and a vision document outlining the future system. A template analysis technique was used to identify the main elements of the system. Four themes in the Dutch PGME accreditation system were identified: (1) objectives of accreditation, (2) PGME quality domains, (3) quality management approaches and (4) actors' responsibilities. Major shifts have taken place regarding decentralization, residency performance and physician practice outcomes, and quality improvement. Decentralization of the responsibilities of the accreditor was absent in 1966, but this has been slowly changing since 1999. In the future system, there will be nearly a maximum degree of decentralization. A focus on outcomes and quality improvement has been introduced in the current system. The number of formal documents striving for quality assurance has increased enormously over the past 50 years, which has led to increased bureaucracy. The future system needs to decrease the number of standards to focus on measurable outcomes and to strive for quality improvement. The challenge for accreditors is to find the right

  1. The meaning and application of medical accreditation standards.

    PubMed

    Kassebaum, D G; Eaglen, R H; Cutler, E R

    1997-09-01

    The authors examined the operational meaning of the 48 items that state the accreditation standards for teaching, learning, and evaluation in medical school, and determined the extent to which these standards were applied by schools and by on-site evaluators for 59 programs surveyed by the Liaison Committee on Medical Education (LCME) in 1994-1996. In this study, "application" meant that evidence was offered, not necessarily that it proved compliance with the standard. The data sources employed were the medical education databases and self-studies prepared by schools undergoing accreditation surveys, and the reports prepared by ad hoc teams of surveyors. The frequency with which evidence of compliance was offered by the schools and cited by evaluators was determined for each of the 48 accreditation requirements. In addition, the authors compared the patterns of surveyors' concerns about noncompliance at schools surveyed during 1984-1986 and at those visited during 1994-1996. In 1994-1996, schools addressed 42 of the 48 accreditation requirements in 90% of instances of more. The areas of particularly low attention dealt with the definition and communication of educational objectives (47% of schools provided evidence); faculty authority and control of academic programs in clinical affiliates (12%); and the faculty's commitment to being effective teachers and their understanding of pedagogy, curricular design, and methods of evaluation (8%). Survey teams, in contrast, accounted in their reports for only 26 (55%) of the standards during the same time period. Among those least frequently addressed were the definition and communication of educational objectives by schools (accounted for in 59% of the reports); assessment of students' problem-solving ability (51%); comparability of educational experiences and student evaluation across dispersed teaching sites (49%); faculty understanding of pedagogy, curriculum construction, and the evaluation of students (8%); faculty

  2. Higher Education 2000: What Will Be New? What Will Be Different? Proceedings of the Annual Accreditation and Quality Assurance Conference (1999).

    ERIC Educational Resources Information Center

    Commission on Higher Education, Philadelphia, PA. Middle States Association of Colleges and Schools.

    This collection of essays from the 1999 Annual Accreditation and Quality Assurance Conference includes: "Wanted: President for the New Millennium" (Stephen Joel Trachtenberg); "Medium and Message: Passion, Values, and Quality in the New Academy" (John Daniel); "The 100th Anniversary of the College Board" (Nicholas…

  3. Identifying barriers to glycemic control in patients with type 2 diabetes after completion of an accredited education program.

    PubMed

    Gildea, Chris M; Lantaff, Wendy M; Olenik, Nicole L

    The objective of this study was to identify patient-perceived barriers to achieving A1C targets after receiving instruction in an accredited diabetes education program. Qualitative research using semistructured interviews and thematic analyses. One pharmacist-run diabetes center located within an independent community pharmacy in a suburban region of southern Indiana. A total of 17 participants between the ages of 41-78 were interviewed in March and April 2016. Not applicable. Patient-perceived barriers to attaining glycemic control after completion of a pharmacist-taught diabetes self-management education (DSME) program accredited by the American Association of Diabetes Educators. Participants reported a variety of perceived barriers to glycemic control subsequent to the receipt of structured education. Seven major themes emerged: 1) health care provider factors; 2) self-identified indiscretions; 3) psychological barriers and poor social support; 4) knowledge deficits; 5) personal injury or adverse drug events; 6) time constraints and competing life demands; and 7) financial constraints. Participants reported a variety of perceived barriers to achieving A1C targets after completing DSME. Incorporation of solutions and coping mechanisms to these barriers into diabetes education programs may help patients attain glycemic control. Other factors may require individualized attention outside of DSME in follow-up episodes of diabetes care. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

  4. Review of "Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep"

    ERIC Educational Resources Information Center

    Cochran-Smith, Marilyn; Baker, Megina; Chang, Wen-Chia; Fernández, M. Beatriz; Keefe, Elizabeth Stringer

    2017-01-01

    Based on a review of GPA and SAT/ACT requirements at 221 institutions in 25 states, a new report from the National Council on Teacher Quality (NCTQ) recommends that states, institutions of higher education, and the Council for the Accreditation of Educator Preparation (CAEP) maintain or establish a higher bar for entry into teacher preparation…

  5. Developing a Competency-Based Pan-European Accreditation Framework for Health Promotion

    ERIC Educational Resources Information Center

    Battel-Kirk, Barbara; Van der Zanden, Gerard; Schipperen, Marielle; Contu, Paolo; Gallardo, Carmen; Martinez, Ana; Garcia de Sola, Silvia; Sotgiu, Alessandra; Zaagsma, Miriam; Barry, Margaret M.

    2012-01-01

    Background: The CompHP Pan-European Accreditation Framework for Health Promotion was developed as part of the CompHP Project that aimed to develop competency-based standards and an accreditation system for health promotion practice, education, and training in Europe. Method: A phased, multiple-method approach was employed to facilitate consensus…

  6. A Pillar for Successful Business School Accreditation: Conducting the Curriculum Review Process--A Systematic Approach

    ERIC Educational Resources Information Center

    Gundersen, David E.; Jennings, Susan Evans; Dunn, Deborah; Fisher, Warren; Kouliavtsev, Mikhail; Rogers, Violet

    2011-01-01

    The Association to Advance Collegiate Schools of Business (AACSB) describes their accreditation as the "hallmark of business education." According to information at BestBizSchools.com (n.d.), "AACSB accreditation represents the highest standard of achievement for business schools worldwide. Being AACSB accredited means a business…

  7. Development and Implementation of a Quality Improvement Process for Echocardiographic Laboratory Accreditation.

    PubMed

    Gilliland, Yvonne E; Lavie, Carl J; Ahmad, Homaa; Bernal, Jose A; Cash, Michael E; Dinshaw, Homeyar; Milani, Richard V; Shah, Sangeeta; Bienvenu, Lisa; White, Christopher J

    2016-03-01

    We describe our process for quality improvement (QI) for a 3-year accreditation cycle in echocardiography by the Intersocietal Accreditation Commission (IAC) for a large group practice. Echocardiographic laboratory accreditation by the IAC was introduced in 1996, which is not required but could impact reimbursement. To ensure high-quality patient care and community recognition as a facility committed to providing high-quality echocardiographic services, we applied for IAC accreditation in 2010. Currently, there is little published data regarding the IAC process to meet echocardiography standards. We describe our approach for developing a multicampus QI process for echocardiographic laboratory accreditation during the 3-year cycle of accreditation by the IAC. We developed a quarterly review assessing (1) the variability of the interpretations, (2) the quality of the examinations, (3) a correlation of echocardiographic studies with other imaging modalities, (4) the timely completion of reports, (5) procedure volume, (6) maintenance of Continuing Medical Education credits by faculty, and (7) meeting Appropriate Use Criteria. We developed and implemented a multicampus process for QI during the 3-year accreditation cycle by the IAC for Echocardiography. We documented both the process and the achievement of those metrics by the Echocardiography Laboratories at the Ochsner Medical Institutions. We found the QI process using IAC standards to be a continuous educational experience for our Echocardiography Laboratory physicians and staff. We offer our process as an example and guide for other echocardiography laboratories who wish to apply for such accreditation or reaccreditation. © 2016, Wiley Periodicals, Inc.

  8. Manual of Accreditation Standards for Adventure Programs 1995.

    ERIC Educational Resources Information Center

    Williamson, John E., Comp.; Gass, Michael, Comp.

    This manual presents standards for adventure education programs seeking accreditation from the Association for Experiential Education. The manual is set up sequentially, focusing both on objective standards such as technical risk management aspects, and on subjective standards such as teaching approaches used in programs. Chapter titles provide…

  9. Higher Education and Work. Higher Education Policy Series 23.

    ERIC Educational Resources Information Center

    Brennan, John, Ed.; And Others

    The relationship between higher education and the world of work is examined in terms of the changing structures of higher education institutions and the effect of the relationship on curricula. An international perspective is provided on the changing nature of employment and the labor market; the increasing diversification of higher education…

  10. Employer and Promoter Perspectives on the Quality of Health Promotion Within the Healthy Workplace Accreditation.

    PubMed

    Tung, Chen-Yin; Yin, Yun-Wen; Liu, Chia-Yun; Chang, Chia-Chen; Zhou, Yi-Ping

    2017-07-01

    To explore the employers' and promoters' perspective of health promotion quality according to the healthy workplace accreditation. We assessed the perspectives of 85 employers and 81 health promoters regarding the quality of health promotion at their workplaces. The method of measurement referenced the European Network for Workplace Health Promotion (ENWHP) quality criteria. In the large workplaces, the accredited corporation employers had a higher impression (P < 0.001) of all criteria. The small-medium accredited workplace employers had a slightly higher perspective than non-accredited ones. Nevertheless, there were no differences between the perspectives of health promoters from different sized workplaces with or without accreditation (P > 0.05). It seems that employers' perspectives of healthy workplace accreditation surpassed employers from non-accredited workplaces. Specifically, large accredited corporations could share their successful experiences to encourage a more involved workplace in small-medium workplaces.

  11. Comparing Public Quality Ratings for Accredited and Nonaccredited Nursing Homes.

    PubMed

    Williams, Scott C; Morton, David J; Braun, Barbara I; Longo, Beth Ann; Baker, David W

    2017-01-01

    Compare quality ratings of accredited and nonaccredited nursing homes using the publicly available Centers for Medicare and Medicaid Services (CMS) Nursing Home Compare data set. This cross-sectional study compared the performance of 711 Joint Commission-accredited (TJC-accredited) nursing homes (81 of which also had Post-Acute Care Certification) to 14,926 non-Joint Commission-accredited (non-TJC-accredited) facilities using the Nursing Home Compare data set (as downloaded on April 2015). Measures included the overall Five-Star Quality Rating and its 4 components (health inspection, quality measures, staffing, and RN staffing), the 18 Nursing Home Compare quality measures (5 short-stay measures, 13 long-stay measures), as well as inspection deficiencies, fines, and payment denials. t tests were used to assess differences in rates for TJC-accredited nursing homes versus non-TJC-accredited nursing homes for quality measures, ratings, and fine amounts. Analysis of variance models were used to determine differences in rates using Joint Commission accreditation status, nursing home size based on number of beds, and ownership type. An additional model with an interaction term using Joint Commission accreditation status and Joint Commission Post-Acute Care Certification status was used to determine differences in rates for Post-Acute Care Certified nursing homes. Binary variables (eg, deficiency type, fines, and payment denials) were evaluated using a logistic regression model with the same covariates. After controlling for the influences of facility size and ownership type, TJC-accredited nursing homes had significantly higher star ratings than non-TJC-accredited nursing homes on each of the star rating component subscales (P < .05) (but not on the overall star rating), and TJC-accredited nursing homes with Post-Acute Care Certification performed statistically better on the overall star rating, as well as 3 of the 4 subscales (P < .05). TJC-accredited nursing homes

  12. [Quality of health care, accreditation, and health technology assessment in Croatia: role of agency for quality and accreditation in health].

    PubMed

    Mittermayer, Renato; Huić, Mirjana; Mestrović, Josipa

    2010-12-01

    Avedis Donabedian defined the quality of care as the kind of care, which is expected to maximize an inclusive measure of patient welfare, after taking into account the balance of expected gains and losses associated with the process of care in all its segments. According to the World Medical Assembly, physicians and health care institutions have an ethical and professional obligation to strive for continuous quality improvement of services and patient safety with the ultimate goal to improve both individual patient outcomes as well as population health. Health technology assessment (HTA) is a multidisciplinary process that summarizes information about the medical, social, economic and ethical issues related to the use of a health technology in a systematic, transparent, unbiased, robust manner, with the aim to formulate safe and effective health policies that are patient focused and seek to achieve the highest value. The Agency for Quality and Accreditation in Health was established in 2007 as a legal, public, independent, nonprofit institution under the Act on Quality of Health Care. The Agency has three departments: Department of Quality and Education, Department of Accreditation, and Department of Development, Research, and Health Technology Assessment. According to the Act, the Agency should provide the procedure of granting, renewal and cancellation of accreditation of healthcare providers; proposing to the Minister, in cooperation with professional associations, the plan and program for healthcare quality assurance, improvement, promotion and monitoring; proposing the healthcare quality standards as well as the accreditation standards to the Minister; keeping a register of accreditations and providing a database related to accreditation, healthcare quality improvement, and education; providing education in the field of healthcare quality assurance, improvement and promotion; providing the HTA procedure and HTA database, supervising the healthcare insurance

  13. Reforming Higher Education. Higher Education Policy Series 50.

    ERIC Educational Resources Information Center

    Kogan, Maurice; Hanney, Stephen

    This book examines the relationship between higher education policy and the state in the United Kingdom, discussing how changing concepts of the nature of the state and its role have affected the development of higher education policy. The book studies shifts from state-subsidized independence to ambiguous but increased dependence on state…

  14. Advancing our profession: are higher educational standards the answer?

    PubMed

    Boyleston, Erin S; Collins, Marie A

    2012-01-01

    Educational models in health care professions have changed drastically since on-the-job training models. The purpose of this manuscript was to investigate how the professions of physical therapy, occupational therapy, physician assistant, nursing and respiratory therapy have advanced their educational models for entry into practice and to recommend how dental hygiene can integrate similar models to advance the profession. The recommendations are to create an accreditation council for dental hygiene education and to mandate articulation agreements for baccalaureate degree completion in developing and existing programs. Dental hygiene must continue on the path to advance our profession and glean lessons from other health professions.

  15. Leadership and globalization: research in health management education.

    PubMed

    West, Daniel J; Ramirez, Bernardo; Filerman, Gary

    2012-01-01

    The impact of globalization on graduate health care management education is evident, yet challenging to quantify. The Commission on Healthcare Management Education (CAHME) recently authorized two research studies to gather specific information and answer important questions about accredited graduate programs in the USA and Canada. Two surveys provided the most comprehensive data impacting international health management education efforts by 70 programs. An inventory was made of 22 countries; information was compiled on 21 accrediting or quality improvement organizations. Observations on leadership and the demand for qualified health care professionals is discussed in terms of accreditation, certification, competency models, outcome assessment, improving quality, and the impact of globalization on higher education.

  16. Accreditation: 1982-83 Evaluation Report.

    ERIC Educational Resources Information Center

    Austin Independent School District, TX. Office of Research and Evaluation.

    The Austin Independent School Districts (AISD) presents a summary of major findings related to accreditation, plus technical information on evaluation activities conducted during 1982-83. A time use study of social studies and science at the elementary level, conducted in response to a request made by the Texas Education Agency after the 1981-82…

  17. Directory of Accredited Private Home Study Schools, 1971.

    ERIC Educational Resources Information Center

    National Home Study Council, Washington, DC.

    This directory of accredited private home study schools lists 152 schools which have met the following standards set by the National Home Study Council: competent faculty; educationally sound and up-to-date courses; careful screening of students for admission; satisfactory educational services; demonstration of ample student success and…

  18. Directory of Accredited Private Home Study Schools, 1970.

    ERIC Educational Resources Information Center

    National Home Study Council, Washington, DC.

    This directory of accredited private home study schools lists 137 schools which have met the following standards set by the National Home Study Council: competent faculty; educationally sound and up-to-date courses; careful screening of students for admission; satisfactory educational services; demonstration of ample student success and…

  19. Hearings on the Reauthorization of the Higher Education Act of 1965: Program Integrity. Hearings before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, One Hundred Second Congress, First Session (May 21, 29-30, 1991).

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House Subcommittee on Postsecondary Education.

    As part of a series of hearings on the reauthorization of the Higher Education Act of 1965, testimony was heard over 3 days on the integrity of the federal student financial assistance programs. In the course of addressing this issue witnesses testified the first day about public confidence in the programs, accreditation of schools and their…

  20. The effect of dual accreditation on family medicine residency programs.

    PubMed

    Mims, Lisa D; Bressler, Lindsey C; Wannamaker, Louise R; Carek, Peter J

    2015-04-01

    In 1985, the American Osteopathic Association (AOA) Board of Trustees agreed to allow residency programs to become dually accredited by the AOA and Accreditation Council for Graduate Medical Education (ACGME). Despite the increase in such programs, there has been minimal research comparing these programs to exclusively ACGME-accredited residencies. This study examines the association between dual accreditation and suggested markers of quality. Standard characteristics such as regional location, program structure (community or university based), postgraduate year one (PGY-1) positions offered, and salary (PGY-1) were obtained for each residency program. In addition, the faculty to resident ratio in the family medicine clinic and the number of half days residents spent in the clinic each week were recorded. Initial Match rates and pass rates of new graduates on the ABFM examination from 2009 to 2013 were also obtained. Variables were analyzed using chi-square and Student's t test. Logistic regression models were then created to predict a program's 5-year aggregate initial Match rate and Board pass rate in the top tertile as compared to the lowest tertile. Dual accreditation was obtained by 117 (27.0%) of programs. Initial analyses revealed associations between dually accredited programs and mean year of initial ACGME program accreditation, regional location, program structure, tracks, and alternative medicine curriculum. When evaluated in logistic regression, dual accreditation status was not associated with Match rates or ABFM pass rates. By examining suggested markers of program quality for dually accredited programs in comparison to ACGME-only accredited programs, this study successfully established both differences and similarities among the two types.

  1. Employer and Promoter Perspectives on the Quality of Health Promotion Within the Healthy Workplace Accreditation

    PubMed Central

    Tung, Chen-Yin; Yin, Yun-Wen; Liu, Chia-Yun; Chang, Chia-Chen; Zhou, Yi-Ping

    2017-01-01

    Objectives: To explore the employers’ and promoters’ perspective of health promotion quality according to the healthy workplace accreditation. Methods: We assessed the perspectives of 85 employers and 81 health promoters regarding the quality of health promotion at their workplaces. The method of measurement referenced the European Network for Workplace Health Promotion (ENWHP) quality criteria. Results: In the large workplaces, the accredited corporation employers had a higher impression (P < 0.001) of all criteria. The small–medium accredited workplace employers had a slightly higher perspective than non-accredited ones. Nevertheless, there were no differences between the perspectives of health promoters from different sized workplaces with or without accreditation (P > 0.05). Conclusions: It seems that employers’ perspectives of healthy workplace accreditation surpassed employers from non-accredited workplaces. Specifically, large accredited corporations could share their successful experiences to encourage a more involved workplace in small–medium workplaces. PMID:28691998

  2. Components of laboratory accreditation.

    PubMed

    Royal, P D

    1995-12-01

    Accreditation or certification is a recognition given to an operation or product that has been evaluated against a standard; be it regulatory or voluntary. The purpose of accreditation is to provide the consumer with a level of confidence in the quality of operation (process) and the product of an organization. Environmental Protection Agency/OCM has proposed the development of an accreditation program under National Environmental Laboratory Accreditation Program for Good Laboratory Practice (GLP) laboratories as a supplement to the current program. This proposal was the result of the Inspector General Office reports that identified weaknesses in the current operation. Several accreditation programs can be evaluated and common components identified when proposing a structure for accrediting a GLP system. An understanding of these components is useful in building that structure. Internationally accepted accreditation programs provide a template for building a U.S. GLP accreditation program. This presentation will discuss the traditional structure of accreditation as presented in the Organization of Economic Cooperative Development/GLP program, ISO-9000 Accreditation and ISO/IEC Guide 25 Standard, and the Canadian Association for Environmental Analytical Laboratories, which has a biological component. Most accreditation programs are managed by a recognized third party, either privately or with government oversight. Common components often include a formal review of required credentials to evaluate organizational structure, a site visit to evaluate the facility, and a performance evaluation to assess technical competence. Laboratory performance is measured against written standards and scored. A formal report is then sent to the laboratory indicating accreditation status. Usually, there is a scheduled reevaluation built into the program. Fee structures vary considerably and will need to be examined closely when building a GLP program.

  3. Quality Improvement and Performance Management Benefits of Public Health Accreditation: National Evaluation Findings.

    PubMed

    Siegfried, Alexa; Heffernan, Megan; Kennedy, Mallory; Meit, Michael

    To identify the quality improvement (QI) and performance management benefits reported by public health departments as a result of participating in the national, voluntary program for public health accreditation implemented by the Public Health Accreditation Board (PHAB). We gathered quantitative data via Web-based surveys of all applicant and accredited public health departments when they completed 3 different milestones in the PHAB accreditation process. Leadership from 324 unique state, local, and tribal public health departments in the United States. Public health departments that have achieved PHAB accreditation reported the following QI and performance management benefits: improved awareness and focus on QI efforts; increased QI training among staff; perceived increases in QI knowledge among staff; implemented new QI strategies; implemented strategies to evaluate effectiveness and quality; used information from QI processes to inform decision making; and perceived achievement of a QI culture. The reported implementation of QI strategies and use of information from QI processes to inform decision making was greater among recently accredited health departments than among health departments that had registered their intent to apply but not yet undergone the PHAB accreditation process. Respondents from health departments that had been accredited for 1 year reported higher levels of staff QI training and perceived increases in QI knowledge than those that were recently accredited. PHAB accreditation has stimulated QI and performance management activities within public health departments. Health departments that pursue PHAB accreditation are likely to report immediate increases in QI and performance management activities as a result of undergoing the PHAB accreditation process, and these benefits are likely to be reported at a higher level, even 1 year after the accreditation decision.

  4. Accreditation of Predoctoral Dental Education: Clinical Outcomes Assessment.

    ERIC Educational Resources Information Center

    Boyd, Marcia A.; And Others

    1991-01-01

    The Curriculum Outcomes Review and Evaluation system of outcomes assessment for accreditation of Canadian dental faculties is described. Features include chart reviews; evaluation of diagnosis and treatment planning and case presentation for a student sample; structured clinical observation; presite visit survey; and solicitation of feedback from…

  5. Alliance Performance to Integrate Higher Education: Smarter Partners with Shared Values and Capacity Building

    ERIC Educational Resources Information Center

    Dickie, Carolyn; Dickie, Laurie

    2009-01-01

    Demands by internal and external accreditation groups, whether governmental or professional, has resulted in education providers being more aware of partnership paradigms that develop institutional quality for mutual benefit. The focus of this article is to examine current research on educational partnerships in South-East Asia, identify purposes…

  6. Demystifying Assessment: The Road to Accreditation

    ERIC Educational Resources Information Center

    Garfolo, Blaine T.; L'Huillier, Barbara

    2015-01-01

    Accreditation serves as both a quality assurance and accountability mechanism for our learning institutions. It is a voluntary process of self-regulation and non-governmental peer review supported, in general, by providers of tertiary education and examines the philosophy, goals, programs, facilities, resources, and financial viability of the…

  7. A Threat to Accreditation: Defamation Judgment against an Accreditation Team Member.

    ERIC Educational Resources Information Center

    Flygare, Thomas J.

    1980-01-01

    Delaware Law School founder Alfred Avins successfully sued accreditation team member James White for defamation as a result of comments made in 1974 and 1975. An appeals brief claims Avins was a "public figure," that he consented to accreditation, and that the accreditation process deserves court protection against such suits. (PGD)

  8. Accreditation Role of the National Universities Commission and the Quality of the Educational Inputs into Nigerian University System

    ERIC Educational Resources Information Center

    Ibijola; Yinka, Elizabeth

    2014-01-01

    The Accreditation role of the National Universities Commission (NUC) and the quality of the educational inputs into Nigerian university system was investigated in this work, using a descriptive research of survey design. The population consisted of public Universities in South-West, Nigeria. The sample was made up of 300 subjects, consisting of 50…

  9. College Student Services Accreditation Questionnaire.

    ERIC Educational Resources Information Center

    Cassel, Russell N.

    1979-01-01

    This questionnaire is intended for use as one aspect in accrediting the "Student Personnel Services" which an institution of higher learning provides for students. Areas in question include personal development, health fostering, vocational preparation, effective personalized learning, economic viability, transpersonal offerings, and satisfactory…

  10. Research performance of AACSB accredited institutions in Taiwan: before versus after accreditation.

    PubMed

    Ke, Shih-Wen; Lin, Wei-Chao; Tsai, Chih-Fong

    2016-01-01

    More and more universities are receiving accreditation from the Association to Advance Collegiate Schools of Business (AACSB), which is an international association for promoting quality teaching and learning at business schools. To be accredited, the schools are required to meet a number of standards ensuring that certain levels of teaching quality and students' learning are met. However, there are a variety of points of view espoused in the literature regarding the relationship between research and teaching, some studies have demonstrated that research and teaching these are complementary elements of learning, but others disagree with these findings. Unlike past such studies, we focus on analyzing the research performance of accredited schools during the period prior to and after receiving accreditation. The objective is to answer the question as to whether performance has been improved by comparing the same school's performance before and after accreditation. In this study, four AACSB accredited universities in Taiwan are analyzed, including one teaching oriented and three research oriented universities. Research performance is evaluated by comparing seven citation statistics, the number of papers published, number of citations, average number of citations per paper, average citations per year, h-index (annual), h-index, and g-index. The analysis results show that business schools demonstrated enhanced research performance after AACSB accreditation, but in most accredited schools the proportion of faculty members not actively doing research is larger than active ones. This study shows that the AACSB accreditation has a positive impact on research performance. The findings can be used as a reference for current non-accredited schools whose research goals are to improve their research productivity and quality.

  11. A Relationship with a Purpose: Accreditation Facilitation Projects and Early Childhood Programs.

    ERIC Educational Resources Information Center

    Flis, Deborah

    2002-01-01

    Describes use of accreditation facilitation projects (AFP) begun in the 1990s to provide varying levels and types of support to early childhood programs engaged in the self-study process for accreditation with the National Association for the Education of Young Children. Presents insights about the early childhood program/AFP relationship related…

  12. Higher Education Doctoral Degrees of Certain American Clergy: Ethics and Antics

    ERIC Educational Resources Information Center

    Waller, Sharon K.; Waller, Lee Rusty

    2004-01-01

    Texas Baptists have long valued education for their pastors. The Baptist General Convention of Texas (BGCT) has over a hundred years of involvement in the support of seminaries for the training of pastoral staff. This long and rich history has led to the establishment and operation of eight regionally accredited affiliate universities offering…

  13. NAEYC Accreditation: The First Decade of NAEYC Accreditation: Growth and Impact on the Field.

    ERIC Educational Resources Information Center

    Bredekamp, Sue; Glowacki, Stephanie

    1996-01-01

    Describes development of NAEYC accreditation and offers a description of the process. Highlights the effects of accreditation and discusses its future. Notes that accreditation provides opportunities and motivation for valuable professional development, and that quality control is the greatest challenge faced by accreditation efforts. Notes…

  14. Accreditation of Viet Nam's Higher Education: Achievements and Challenges after a Dozen Years of Development

    ERIC Educational Resources Information Center

    Nguyen, Huu Cuong; Evers, Colin; Marshall, Stephen

    2017-01-01

    Purpose: The purpose of this paper is to investigate the development of Viet Nam's approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges. Design/methodology/approach: This is a desktop analysis study. The paper analyses the policies and practices related to…

  15. Higher Education Exchange, 2014

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2014-01-01

    Research shows that not only does higher education not see the public; when the public, in turn, looks at higher education, it sees mostly malaise, inefficiencies, expense, and unfulfilled promises. Yet, the contributors to this issue of the "Higher Education Exchange" tell of bright spots in higher education where experiments in working…

  16. Clinical laboratory accreditation in India.

    PubMed

    Handoo, Anil; Sood, Swaroop Krishan

    2012-06-01

    Test results from clinical laboratories must ensure accuracy, as these are crucial in several areas of health care. It is necessary that the laboratory implements quality assurance to achieve this goal. The implementation of quality should be audited by independent bodies,referred to as accreditation bodies. Accreditation is a third-party attestation by an authoritative body, which certifies that the applicant laboratory meets quality requirements of accreditation body and has demonstrated its competence to carry out specific tasks. Although in most of the countries,accreditation is mandatory, in India it is voluntary. The quality requirements are described in standards developed by many accreditation organizations. The internationally acceptable standard for clinical laboratories is ISO15189, which is based on ISO/IEC standard 17025. The accreditation body in India is the National Accreditation Board for Testing and Calibration Laboratories, which has signed Mutual Recognition Agreement with the regional cooperation the Asia Pacific Laboratory Accreditation Cooperation and with the apex cooperation the International Laboratory Accreditation Cooperation.

  17. Compensation in Higher Education. ERIC/Higher Education Research Currents.

    ERIC Educational Resources Information Center

    Trivett, David A.

    Compensation in higher education is an inclusive term, since all the benefits associated with teaching, research, work with people, and work with knowledge might be included. But in terms of purchasing power it appears that compensation for work in higher education has lost ground against inflation. In contrast, wage and salary earners in many…

  18. The Influence of Accreditation on the Sustainability of Organizations with the Brazilian Accreditation Methodology

    PubMed Central

    de Paiva, Anderson Paulo

    2018-01-01

    This research evaluates the influence of the Brazilian accreditation methodology on the sustainability of the organizations. Critical factors for implementing accreditation were also examined, including measuring the relationships established between these factors in the organization sustainability. The present study was developed based on the survey methodology applied in the organizations accredited by ONA (National Accreditation Organization); 288 responses were received from the top level managers. The analysis of quantitative data of the measurement models was made with factorial analysis from principal components. The final model was evaluated from the confirmatory factorial analysis and structural equation modeling techniques. The results from the research are vital for the definition of factors that interfere in the accreditation processes, providing a better understanding for accredited organizations and for Brazilian accreditation. PMID:29599939

  19. Baldrige Educational Quality Criteria as Another Model for Accreditation in American Community Colleges.

    ERIC Educational Resources Information Center

    Faulkner, Jane B.

    Institutional accreditation is a voluntary, non-governmental activity administered by the eight postsecondary accrediting institutions that are part of the six regional associations that serve colleges and universities in the United States. The author cites W. Edwards Deming's work on corporate quality improvement, and its applicability to…

  20. Networking of Quality Assurance Agencies in the Asia-Pacific Region and the Role of Japan University Accreditation Association

    ERIC Educational Resources Information Center

    Hinaga, Tatsuhiko

    2004-01-01

    There is a trend toward international collaboration among quality assurance agencies (QAAs) and the internationalisation of higher education in Japan. This paper is examines how Japan University Accreditation Association (JUAA) can establish a network in the region as it promised to do in the Tokyo Declaration. However, it is very hard for JUAA, a…

  1. Engineering Accreditation in China: The Progress and Development of China's Engineering Accreditation

    ERIC Educational Resources Information Center

    Jiaju, Bi

    2009-01-01

    Among engineering degree programs at the bachelor's level in China, civil engineering was the first one accredited in accordance with a professional programmatic accreditation system comparable to that of international practice. Launched in 1994, the accreditation of civil engineering aimed high and toward international standards and featured the…

  2. Why Become Pharmacy Compounding Accreditation Board Accredited?

    PubMed

    Dillon, L Rad

    2016-01-01

    The Pharmacy Compounding Accreditation Board's goal is to assist pharmacies to obtain formal recognition of their status as a high-quality and fully compliant provider of pharmaceuticals and patient services. This article provides a brief outline of the application process, the survey preparation, points of information about the actual survey, and suggestions on how to remain in compliance with Pharmacy Compounding Accreditation Board's standards. Copyright© by International Journal of Pharmaceutical Compounding, Inc.

  3. Relationship between internal medicine program board examination pass rates, accreditation standards, and program size.

    PubMed

    Falcone, John L; Gonzalo, Jed D

    2014-01-19

    To determine Internal Medicine residency program compliance with the Accreditation Council for Graduate Medical Education 80% pass-rate standard and the correlation between residency program size and performance on the American Board of Internal Medicine Certifying Examination. Using a cross-sectional study design from 2010-2012 American Board of Internal Medicine Certifying Examination data of all Internal Medicine residency pro-grams, comparisons were made between program pass rates to the Accreditation Council for Graduate Medical Education pass-rate standard. To assess the correlation between program size and performance, a Spearman's rho was calculated. To evaluate program size and its relationship to the pass-rate standard, receiver operative characteristic curves were calculated. Of 372 Internal Medicine residency programs, 276 programs (74%) achieved a pass rate of =80%, surpassing the Accreditation Council for Graduate Medical Education minimum standard. A weak correlation was found between residency program size and pass rate for the three-year period (p=0.19, p<0.001). The area underneath the receiver operative characteristic curve was 0.69 (95% Confidence Interval [0.63-0.75]), suggesting programs with less than 12 examinees/year are less likely to meet the minimum Accreditation Council for Graduate Medical Education pass-rate standard (sensitivity 63.8%, specificity 60.4%, positive predictive value 82.2%, p<0.001). Although a majority of Internal Medicine residency programs complied with Accreditation Council for Graduate Medical Education pass-rate standards, a quarter of the programs failed to meet this requirement. Program size is positively but weakly associated with American Board of Internal Medicine Certifying Examination performance, suggesting other unidentified variables significantly contribute to program performance.

  4. An Analysis of Hospital Accreditation Policy in Iran

    PubMed Central

    YOUSEFINEZHADI, Taraneh; MOSADEGHRAD, Ali Mohammad; ARAB, Mohammad; RAMEZANI, Mozhdeh; SARI, Ali AKBARI

    2017-01-01

    Background: Public policymaking is complex and lacks research evidences, particularly in the Eastern Mediterranean Region (EMR). This policy analysis aims to generate insights about the process of hospital accreditation policy making in Iran, to identify factors influencing policymaking and to evaluate utilization of evidence in policy making process. Methods: The study examined the policymaking process using Walt and Gilson framework. A qualitative research design was employed. Thirty key informant interviews with policymakers and stakeholders were conducted. In addition hundred and five related documents were reviewed. Data was analyzed using framework analysis. Results: The accreditation program was a decision made at Ministry of Health and Medical Education in Iran. Many healthcare stakeholders were involved and evidence from leading countries was used to guide policy development. Poor hospital managers’ commitment, lack of physicians’ involvement and inadequate resources were the main barriers in policy implementation. Furthermore, there were too many accreditations standards and criteria, surveyors were not well-trained, had little motivation for their work and there was low consistency among them. Conclusion: This study highlighted the complex nature of policymaking cycle and highlighted various factors influencing policy development, implementation and evaluation. An effective accreditation program requires a robust well-governed accreditation body, various stakeholders’ involvement, sufficient resources and sustainable funds, enough human resources, hospital managers’ commitment, and technical assistance to hospitals. PMID:29308378

  5. Is gerontology ready for accreditation?

    PubMed

    Haley, William E; Ferraro, Kenneth F; Montgomery, Rhonda J V

    2012-01-01

    The authors review widely accepted criteria for program accreditation and compare gerontology with well-established accredited fields including clinical psychology and social work. At present gerontology lacks many necessary elements for credible professional accreditation, including defined scope of practice, applied curriculum, faculty with applied professional credentials, and resources necessary to support professional credentialing review. Accreditation with weak requirements will be dismissed as "vanity" accreditation, and strict requirements will be impossible for many resource-poor programs to achieve, putting unaccredited programs at increased risk for elimination. Accreditation may be appropriate in the future, but it should be limited to professional or applied gerontology, perhaps for programs conferring bachelor's or master's degrees. Options other than accreditation to enhance professional skills and employability of gerontology graduates are discussed.

  6. Higher Education Exchange, 2008

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2008-01-01

    "Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape…

  7. Higher Education Exchange, 2012

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2012-01-01

    "Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape…

  8. Higher Education Exchange, 2011

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2011-01-01

    "Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape…

  9. Higher Education Exchange, 2010

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2010-01-01

    "Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future.…

  10. Storm Clouds on the Digital Education Horizon.

    ERIC Educational Resources Information Center

    Reeves, Thomas C.

    2003-01-01

    Focuses on five unresolved challenges of digital education in higher education: faculty workload, continued dominance of traditional pedagogy, the state of assessment, flaws in the accreditation process, and the state of educational research in the area. (EV)

  11. CDC/NACCHO Accreditation Support Initiative: advancing readiness for local and tribal health department accreditation.

    PubMed

    Monteiro, Erinn; Fisher, Jessica Solomon; Daub, Teresa; Zamperetti, Michelle Chuk

    2014-01-01

    Health departments have various unique needs that must be addressed in preparing for national accreditation. These needs require time and resources, shortages that many health departments face. The Accreditation Support Initiative's goal was to test the assumption that even small amounts of dedicated funding can help health departments make important progress in their readiness to apply for and achieve accreditation. Participating sites' scopes of work were unique to the needs of each site and based on the proposed activities outlined in their applications. Deliverables and various sources of data were collected from sites throughout the project period (December 2011-May 2012). Awardees included 1 tribal and 12 local health departments, as well as 5 organizations supporting the readiness of local and tribal health departments. Sites dedicated their funding toward staff time, accreditation fees, completion of documentation, and other accreditation readiness needs and produced a number of deliverables and example documents. All sites indicated that they made accreditation readiness gains that would not have occurred without this funding. Preliminary evaluation data from the first year of the Accreditation Support Initiative indicate that flexible funding arrangements may be an effective way to increase health departments' accreditation readiness.

  12. Strengthening organizational performance through accreditation research-a framework for twelve interrelated studies: the ACCREDIT project study protocol.

    PubMed

    Braithwaite, Jeffrey; Westbrook, Johanna; Johnston, Brian; Clark, Stephen; Brandon, Mark; Banks, Margaret; Hughes, Clifford; Greenfield, David; Pawsey, Marjorie; Corbett, Angus; Georgiou, Andrew; Callen, Joanne; Ovretveit, John; Pope, Catherine; Suñol, Rosa; Shaw, Charles; Debono, Deborah; Westbrook, Mary; Hinchcliff, Reece; Moldovan, Max

    2011-10-09

    Service accreditation is a structured process of recognising and promoting performance and adherence to standards. Typically, accreditation agencies either receive standards from an authorized body or develop new and upgrade existing standards through research and expert views. They then apply standards, criteria and performance indicators, testing their effects, and monitoring compliance with them. The accreditation process has been widely adopted. The international investments in accreditation are considerable. However, reliable evidence of its efficiency or effectiveness in achieving organizational improvements is sparse and the value of accreditation in cost-benefit terms has yet to be demonstrated. Although some evidence suggests that accreditation promotes the improvement and standardization of care, there have been calls to strengthen its research base.In response, the ACCREDIT (Accreditation Collaborative for the Conduct of Research, Evaluation and Designated Investigations through Teamwork) project has been established to evaluate the effectiveness of Australian accreditation in achieving its goals. ACCREDIT is a partnership of key researchers, policymakers and agencies. We present the framework for our studies in accreditation. Four specific aims of the ACCREDIT project, which will direct our findings, are to: (i) evaluate current accreditation processes; (ii) analyse the costs and benefits of accreditation; (iii) improve future accreditation via evidence; and (iv) develop and apply new standards of consumer involvement in accreditation. These will be addressed through 12 interrelated studies designed to examine specific issues identified as a high priority. Novel techniques, a mix of qualitative and quantitative methods, and randomized designs relevant for health-care research have been developed. These methods allow us to circumvent the fragmented and incommensurate findings that can be generated in small-scale, project-based studies. The overall

  13. Higher Education Exchange, 2007

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2007-01-01

    "Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" discuss the concept of growing public scholars; each contribution incorporates a student component. Articles…

  14. Intersocietal Accreditation Commission Accreditation Status of Outpatient Cerebrovascular Testing Facilities Among Medicare Beneficiaries: The VALUE Study.

    PubMed

    Brown, Scott C; Wang, Kefeng; Dong, Chuanhui; Farrell, Mary Beth; Heller, Gary V; Gornik, Heather L; Hutchisson, Marge; Needleman, Laurence; Benenati, James F; Jaff, Michael R; Meier, George H; Perese, Susana; Bendick, Phillip; Hamburg, Naomi M; Lohr, Joann M; LaPerna, Lucy; Leers, Steven A; Lilly, Michael P; Tegeler, Charles; Katanick, Sandra L; Alexandrov, Andrei V; Siddiqui, Adnan H; Rundek, Tatjana

    2016-09-01

    Accreditation of cerebrovascular ultrasound laboratories by the Intersocietal Accreditation Commission (IAC) and equivalent organizations is supported by the Joint Commission certification of stroke centers. Limited information exists on the accreditation status and geographic distribution of cerebrovascular testing facilities in the United States. Our study objectives were to identify the proportion of IAC-accredited outpatient cerebrovascular testing facilities used by Medicare beneficiaries, describe their geographic distribution, and identify variations in cerebrovascular testing procedure types and volumes by accreditation status. As part of the VALUE (Vascular Accreditation, Location, and Utilization Evaluation) Study, we examined the proportion of IAC-accredited facilities that conducted cerebrovascular testing in a 5% Centers for Medicare and Medicaid Services random Outpatient Limited Data Set in 2011 and investigated their geographic distribution using geocoding. Among 7327 outpatient facilities billing Medicare for cerebrovascular testing, only 22% (1640) were IAC accredited. The proportion of IAC-accredited cerebrovascular testing facilities varied by region (χ(2)[3] = 177.1; P < .0001), with 29%, 15%, 13%, and 10% located in the Northeast, South, Midwest, and West, respectively. However, of the total number of cerebrovascular outpatient procedures conducted in 2011 (38,555), 40% (15,410) were conducted in IAC-accredited facilities. Most cerebrovascular testing procedures were carotid duplex, with 40% of them conducted in IAC-accredited facilities. The proportion of facilities conducting outpatient cerebrovascular testing accredited by the IAC is low and varies by region. The growing number of certified stroke centers should be accompanied by more accredited outpatient vascular testing facilities, which could potentially improve the quality of stroke care.

  15. Accredited Birth Centers

    MedlinePlus

    ... 83702 208-343-2079 Accredited Since June 2013 Tree of Life Birth & Gynecology Deland In-Process 125 ... 32720 386-279-0145 In-Process of Accreditation Tree of Life Birth & Gynecology Orlando In-Process 1010 ...

  16. Measuring Teacher Dispositions: An Application of the Rasch Model to a Complex Accreditation Requirement

    ERIC Educational Resources Information Center

    Wilkerson, Judy R.; Lang, William Steve

    2004-01-01

    The construct of dispositions is well defined in national standards, and U.S. colleges of education are required to assess candidate dispositions to meet accreditation requirements. Measurement, however, is virtually non-existent. On-line reviews of college accreditation reports indicate that colleges are attempting to assess dispositions without…

  17. Making Faculty Count in Higher Education Assessment

    ERIC Educational Resources Information Center

    Gilbert, Greg

    2010-01-01

    The experience of professors at community colleges in California shows that a well-organized faculty can advocate for meaningful academic principles--by getting involved in local accreditation, serving on visiting teams, and sitting on the accreditation commission itself. California's community colleges are not in harmonious accord with…

  18. Higher Education in the Byelorussian SSR. Monographs on Higher Education.

    ERIC Educational Resources Information Center

    Bondarenko, E. G.; And Others

    Higher education in the Byelorussian Soviet Socialist Republic (BSSR) is described, including the system's history, current conditions, functions, and structure. The particular shape of the Byelorussian higher education is in part due to the fact that it only came into being as a system after the revolution of 1917, meaning that from the beginning…

  19. Response to Stoesz and Karger's Article, "Reinventing Social Work Accreditation"

    ERIC Educational Resources Information Center

    Watkins, Julia M.

    2009-01-01

    The article by David Stoesz and Howard J. Karger, "Reinventing Social Work Accreditation," is misleading and erroneous in its assumptions, makes unsubstantiated assertions, and demonstrates an ideological shallowness on the part of the authors in their understanding of social work education, the Council on Social Work Education, and the…

  20. Tracking Residents Through Multiple Residency Programs: A Different Approach for Measuring Residents' Rates of Continuing Graduate Medical Education in ACGME-Accredited Programs.

    PubMed

    Byrne, Lauren M; Holt, Kathleen D; Richter, Thomas; Miller, Rebecca S; Nasca, Thomas J

    2010-12-01

    Increased focus on the number and type of physicians delivering health care in the United States necessitates a better understanding of changes in graduate medical education (GME). Data collected by the Accreditation Council for Graduate Medical Education (ACGME) allow longitudinal tracking of residents, revealing the number and type of residents who continue GME following completion of an initial residency. We examined trends in the percent of graduates pursuing additional clinical education following graduation from ACGME-accredited pipeline specialty programs (specialties leading to initial board certification). Using data collected annually by the ACGME, we tracked residents graduating from ACGME-accredited pipeline specialty programs between academic year (AY) 2002-2003 and AY 2006-2007 and those pursuing additional ACGME-accredited training within 2 years. We examined changes in the number of graduates and the percent of graduates continuing GME by specialty, by type of medical school, and overall. The number of pipeline specialty graduates increased by 1171 (5.3%) between AY 2002-2003 and AY 2006-2007. During the same period, the number of graduates pursuing additional GME increased by 1059 (16.7%). The overall rate of continuing GME increased each year, from 28.5% (6331/22229) in AY 2002-2003 to 31.6% (7390/23400) in AY 2006-2007. Rates differed by specialty and for US medical school graduates (26.4% [3896/14752] in AY 2002-2003 to 31.6% [4718/14941] in AY 2006-2007) versus international medical graduates (35.2% [2118/6023] to 33.8% [2246/6647]). The number of graduates and the rate of continuing GME increased from AY 2002-2003 to AY 2006-2007. Our findings show a recent increase in the rate of continued training for US medical school graduates compared to international medical graduates. Our results differ from previously reported rates of subspecialization in the literature. Tracking individual residents through residency and fellowship programs provides

  1. Tracking Residents Through Multiple Residency Programs: A Different Approach for Measuring Residents' Rates of Continuing Graduate Medical Education in ACGME-Accredited Programs

    PubMed Central

    Byrne, Lauren M.; Holt, Kathleen D.; Richter, Thomas; Miller, Rebecca S.; Nasca, Thomas J.

    2010-01-01

    Background Increased focus on the number and type of physicians delivering health care in the United States necessitates a better understanding of changes in graduate medical education (GME). Data collected by the Accreditation Council for Graduate Medical Education (ACGME) allow longitudinal tracking of residents, revealing the number and type of residents who continue GME following completion of an initial residency. We examined trends in the percent of graduates pursuing additional clinical education following graduation from ACGME-accredited pipeline specialty programs (specialties leading to initial board certification). Methods Using data collected annually by the ACGME, we tracked residents graduating from ACGME-accredited pipeline specialty programs between academic year (AY) 2002–2003 and AY 2006–2007 and those pursuing additional ACGME-accredited training within 2 years. We examined changes in the number of graduates and the percent of graduates continuing GME by specialty, by type of medical school, and overall. Results The number of pipeline specialty graduates increased by 1171 (5.3%) between AY 2002–2003 and AY 2006–2007. During the same period, the number of graduates pursuing additional GME increased by 1059 (16.7%). The overall rate of continuing GME increased each year, from 28.5% (6331/22229) in AY 2002–2003 to 31.6% (7390/23400) in AY 2006–2007. Rates differed by specialty and for US medical school graduates (26.4% [3896/14752] in AY 2002–2003 to 31.6% [4718/14941] in AY 2006–2007) versus international medical graduates (35.2% [2118/6023] to 33.8% [2246/6647]). Conclusion The number of graduates and the rate of continuing GME increased from AY 2002–2003 to AY 2006–2007. Our findings show a recent increase in the rate of continued training for US medical school graduates compared to international medical graduates. Our results differ from previously reported rates of subspecialization in the literature. Tracking individual

  2. Participative Evaluation for Forming Higher Education Policy: The National Higher Education Planning System.

    ERIC Educational Resources Information Center

    Mercado del Collado, Ricardo

    Higher education planning in Mexico is discussed, with attention to: conceptual characteristics of Mexico's higher education planning system; relationships among the national, regional, state, and institutional planning levels; and design and operation of the Comprehensive Program for the Development of Higher Education. Responsibilities of…

  3. National trends in otolaryngology intern curricula following Accreditation Council for Graduate Medical Education changes.

    PubMed

    Kovatch, Kevin J; Harvey, Rebecca S; Prince, Mark E P; Thorne, Marc C

    2017-10-09

    In 2016, Accreditation Council for Graduate Medical Education (ACGME) requirements for curriculum and resident experiences were modified to require entering postgraduate year (PGY)-1 residents to spend 6 months of structured education on otolaryngology-head and neck surgery (ORL-HNS) rotations. We aimed to determine how ORL-HNS training programs have adapted curricula in response to 2016 ACGME curriculum requirement changes. Survey study. A national survey of ACGME-accredited ORL-HNS programs was distributed via the Otolaryngology Program Directors Organization. Thirty-seven program directors responded (34.9%). Most common ORL-HNS rotations included general otolaryngology (80.6% of programs, up to 6 months) and head and neck oncology (67.7%, up to 4 months), though more months are also spent on other subspecialty rotations (laryngology, otology, rhinology, and pediatrics) than previously. All programs continue at least 1 month of anesthesiology, intensive care unit, and general surgery. Programs have preferentially eliminated rotations in emergency medicine (77% decrease) and additional months on general surgery (48% decrease). Curricula have incorporated supplemental teaching modalities including didactic lectures (96.3% of programs), simulation (66.7%), dissection courses (63.0%), and observed patient encounters (55.5%), to a greater degree following ACGME changes. More interns are involved in shared call responsibilities than in previous years (70.4% vs. 51.8%). A stable minority of interns take the Otolaryngology Training Examination (approximately 20%). New ACGME requirements have challenged ORL-HNS training programs to develop effective 6-month rotation schedules for PGY-1 residents. Significant variation exists between programs, and evaluation of first-year curricula and readiness for PGY-2 year is warranted. NA Laryngoscope, 2017. © 2017 The American Laryngological, Rhinological and Otological Society, Inc.

  4. Research Reports. Seven Reports of the Project to Develop Evaluative Criteria and Procedures for the Accreditation of Nontraditional Education. Volume 2.

    ERIC Educational Resources Information Center

    Andersen, Kay J.; And Others

    Seven research reports of the Project to Develop Evaluative Criteria and Procedures for the Accreditation of Nontraditional Education are presented. Contents are as follows: "Nontraditional Certificate Programs," by John Harris and Philip N. McCullough; "Salient Points for 'A Study of the Acceptability and Negotiability of External Degrees,'" by…

  5. India's Higher Education Challenges

    ERIC Educational Resources Information Center

    Altbach, Philip G.

    2014-01-01

    India, with the world's second largest higher education system and a rapidly growing economy as one of the BRIC nations, faces significant challenges in building both capacity and excellence in higher education. India's higher education system is characterized by "islands of excellence in a sea of mediocrity." The mainstream universities…

  6. Consumerism in Higher Education

    ERIC Educational Resources Information Center

    Green, Mark

    1973-01-01

    In considering consumerism in higher education, the student becomes the consumer,'' the university the corporation,'' and higher education the education industry.'' Other members of the education fraternity become investors, management, workers, direct consumers, and indirect consumers. This article proposes that it behooves the student to…

  7. Women's Health Fellowships: Examining the Potential Benefits and Harms of Accreditation.

    PubMed

    Carnes, Molly; Vogelman, Bennett

    2015-05-01

    This commentary responds to the assertions by Foreman et al. that credentialing of women's health (WH) fellows by the American Board of Medical Subspecialties and accreditation of current and future WH fellowships by the Accreditation Council for Graduate Medical Education would improve the health and healthcare of women by increasing the number of primary care providers competent to meet a growing clinical need. They speculate that such accreditation would raise the status of WH fellowships, increase the number of applicants, and result in more academic leaders in WH. They assert that curricular deficiencies in WH exist in physician training and that WH fellowships are the preferred means of training physicians to care for midlife women. We review the evidence to support or refute these claims and conclude that accrediting WH fellowships would not have the forecasted outcomes and would jeopardize the success of current WH fellowships.

  8. Women's Health Fellowships: Examining the Potential Benefits and Harms of Accreditation

    PubMed Central

    Vogelman, Bennett

    2015-01-01

    Abstract This commentary responds to the assertions by Foreman et al. that credentialing of women's health (WH) fellows by the American Board of Medical Subspecialties and accreditation of current and future WH fellowships by the Accreditation Council for Graduate Medical Education would improve the health and healthcare of women by increasing the number of primary care providers competent to meet a growing clinical need. They speculate that such accreditation would raise the status of WH fellowships, increase the number of applicants, and result in more academic leaders in WH. They assert that curricular deficiencies in WH exist in physician training and that WH fellowships are the preferred means of training physicians to care for midlife women. We review the evidence to support or refute these claims and conclude that accrediting WH fellowships would not have the forecasted outcomes and would jeopardize the success of current WH fellowships. PMID:25919589

  9. Accreditation of ambulatory facilities.

    PubMed

    Urman, Richard D; Philip, Beverly K

    2014-06-01

    With the continued growth of ambulatory surgical centers (ASC), the regulation of facilities has evolved to include new standards and requirements on both state and federal levels. Accreditation allows for the assessment of clinical practice, improves accountability, and better ensures quality of care. In some states, ASC may choose to voluntarily apply for accreditation from a recognized organization, but in others it is mandated. Accreditation provides external validation of safe practices, benchmarking performance against other accredited facilities, and demonstrates to patients and payers the facility's commitment to continuous quality improvement. Copyright © 2014 Elsevier Inc. All rights reserved.

  10. The Higher Education Enterprise.

    ERIC Educational Resources Information Center

    Ottinger, Cecilia A.

    1991-01-01

    Higher education not only contributes to the development of the human resources and intellectual betterment of the nation but is also a major economic enterprise. This research brief reviews and highlights data on the size and growth of higher education and illustrates how higher education institutions are preparing the future labor force. It…

  11. Revitalizing Higher Education. Issues in Higher Education, Volume 3. First Edition.

    ERIC Educational Resources Information Center

    Salmi, Jamil, Ed.; Verspoor, Adriaan M., Ed.

    This volume contains 13 papers on experiences with reform and innovation in higher education and their implications for developing countries. Four themes are highlighted: higher education and development, performance assessment, sustainable financing, and effectiveness in governance and management. The papers include: "Introduction:…

  12. The Accreditation Council for Graduate Medical Education resident duty hour new standards: history, changes, and impact on staffing of intensive care units.

    PubMed

    Pastores, Stephen M; O'Connor, Michael F; Kleinpell, Ruth M; Napolitano, Lena; Ward, Nicholas; Bailey, Heatherlee; Mollenkopf, Fred P; Coopersmith, Craig M

    2011-11-01

    The Accreditation Council for Graduate Medical Education recently released new standards for supervision and duty hours for residency programs. These new standards, which will affect over 100,000 residents, take effect in July 2011. In response to these new guidelines, the Society of Critical Care Medicine convened a task force to develop a white paper on the impact of changes in resident duty hours on the critical care workforce and staffing of intensive care units. A multidisciplinary group of professionals with expertise in critical care education and clinical practice. Relevant medical literature was accessed through a systematic MEDLINE search and by requesting references from all task force members. Material published by the Accreditation Council for Graduate Medical Education and other specialty organizations was also reviewed. Collaboratively and iteratively, the task force corresponded by electronic mail and held several conference calls to finalize this report. The new rules mandate that all first-year residents work no more than 16 hrs continuously, preserving the 80-hr limit on the resident workweek and 10-hr period between duty periods. More senior trainees may work a maximum of 24 hrs continuously, with an additional 4 hrs permitted for handoffs. Strategic napping is strongly suggested for trainees working longer shifts. Compliance with the new Accreditation Council for Graduate Medical Education duty-hour standards will compel workflow restructuring in intensive care units, which depend on residents to provide a substantial portion of care. Potential solutions include expanded utilization of nurse practitioners and physician assistants, telemedicine, offering critical care training positions to emergency medicine residents, and partnerships with hospitalists. Additional research will be necessary to evaluate the impact of the new standards on patient safety, continuity of care, resident learning, and staffing in the intensive care unit.

  13. Preparing Teachers for Diversity: Examination of Teacher Certification and Program Accreditation Standards in the 50 States and Washington, DC

    ERIC Educational Resources Information Center

    Akiba, Motoko; Cockrell, Karen Sunday; Simmons, Juanita Cleaver; Han, Seunghee; Agarwal, Geetika

    2010-01-01

    State departments of education can play an important role in preparing teachers for effectively teaching diverse learners in our schools through state policies and standards on teacher certification and teacher education program accreditation. We conducted a content analysis of state standards on teacher certification and program accreditation in…

  14. Report on Higher Education Technology.

    ERIC Educational Resources Information Center

    New Jersey State Commission on Higher Education.

    Recognizing the rapid development of telecommunications and networking technologies and their growing importance to higher education and New Jersey's overall economic competitiveness, New Jersey's Plan for Higher Education called for the Commission on Higher Education and the Presidents' Council to appoint a Higher Education Technology Task Force…

  15. Perceptions of Quality for Graduate Athletic Training Education

    PubMed Central

    Seegmiller, Jeff G

    2006-01-01

    Context: Accreditation is generally considered the primary mechanism for quality assurance in higher education, but disagreement often exists between accrediting agencies and the perceptions of professionals who feel the accrediting body has failed to meet its quality control function. For accreditation to have value, it must be a meaningful indicator of quality and be viewed as such. Objective: To identify the predominant contributors to quality for postcertification graduate education as perceived by athletic training educators and to compare results among respondents with different education levels, academic ranks, tenure classifications, and program affiliations. Design: Non-experimental descriptive survey. Setting: 2003 National Athletic Trainers' Association Educators' Conference. Patients or Other Participant(s): Of a convenience sample of 353 athletic training educators, 194 (55%) submitted usable questionnaires. Males accounted for 115 (59%) respondents and females for 79 (41%). Of the 14 National Athletic Trainers' Association-accredited postcertification graduate education programs, 12 were represented. Main Outcome Measure(s): Quantitative data for closed-ended questionnaire items were analyzed using descriptive statistics and measures of central tendency, with composite mean scores for each item used for comparisons. Qualitative data were coded according to major themes and analyzed. Results: Support for accreditation at the postcertification graduate education level was moderate (mean = 3.08 ± 0.811 on a 4-point scale). Subjects with doctoral degrees (n = 88) indicated that research contributed significantly more to quality (mean = 3.38 ± 0.636) than did those with master's degrees (n = 106, mean = 2.97 ± 0.786). Respondents with master's degrees stated that clinical education was a greater contributor to quality (mean = 3.76 ± 0.491) than did those with doctoral degrees (3.44 ± 0.663). Conclusions: The educators showed agreement for most quality

  16. Best Practices in Physics Program Assessment: Should APS Provide Accreditation Standards for Physics?

    NASA Astrophysics Data System (ADS)

    Hodapp, Theodore

    The Phys21 report, ``Preparing Physics Students for 21st Century Careers,'' provides guidance for physics programs to improve their degree programs to make them more relevant for student career choices. Undertaking such changes and assessing impact varies widely by institution, with many departments inventing assessments with each periodic departmental or programmatic review. American Physical Society has embarked on a process to integrate information from Phys21, the results of other national studies, and educational research outcomes to generate a best-practices guide to help physics departments conduct program review, assessment, and improvement. It is anticipated that departments will be able to use this document to help with their role in university-level accreditation, and in making the case for improvements to departmental programs. Accreditation of physics programs could stem from such a document, and I will discuss some of the thinking of the APS Committee on Education in creating this guide, and how they are advising APS to move forward in the higher education landscape that is increasingly subject to standards-based evaluations. I will describe plans for the design, review, and dissemination of this guide, and how faculty can provide input into its development. This material is based upon work supported by the National Science Foundation under Grant No. 1540570. Opinions expressed do not necessarily reflect those of the NSF.

  17. Obtaining accreditation by the pharmacy compounding accreditation board, part 2: developing essential standard operating procedures.

    PubMed

    Cabaleiro, Joe

    2007-01-01

    A key component of qualifying for accreditation with the Pharmacy Compounding Accreditation Board is having a set of comprehensive standard operating procedures that are being used by the pharmacy staff. The three criteria in standard operating procedures for which the Pharmacy Compounding Accreditation Board looks are: (1)written standard operating procedures; (2)standard operating procedures that reflect what the organization actualy does; and (3) whether the written standard operating procedures are implemented. Following specified steps in the preparation of standard operating procedures will result in procedures that meet Pharmacy Compounding Accreditation Board Requirements, thereby placing pharmacies one step closer to qualifying for accreditation.

  18. Higher Education Exchange

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2009-01-01

    This volume begins with an essay by Noelle McAfee, a contributor who is familiar to readers of Higher Education Exchange (HEX). She reiterates Mathews' argument regarding the disconnect between higher education's sense of engagement and the public's sense of engagement, and suggests a way around the epistemological conundrum of "knowledge…

  19. Transferable Skills in Higher Education. Teaching and Learning in Higher Education Series.

    ERIC Educational Resources Information Center

    Assiter, Alison, Ed.

    The 16 essays in this book discuss transferable skills in higher education drawing on the experience and information gained from two projects based in England, the Enterprise in Higher Education (EHE), initiated in 1989; and the Royal Society of Arts Education for Capability Initiative, instituted in 1991. Section 1 contains essays on transferable…

  20. Public Health Employees' Perception of Workplace Environment and Job Satisfaction: The Role of Local Health Departments' Engagement in Accreditation.

    PubMed

    Ye, Jiali; Verma, Pooja; Leep, Carolyn; Kronstadt, Jessica

    To examine the association between local health departments' (LHDs') engagement in accreditation and their staffs' perceptions of workplace environment and the overall satisfaction with their jobs. Data from the 2014 Public Health Workforce Interests and Needs Survey (PH WINS) (local data only) and the 2014 Forces of Change survey were linked using LHDs' unique ID documented by the National Association of County & City Health Officials. The Forces of Change survey assessed LHDs' accreditation status. Local health departments were classified as "formally engaged" in the Public Health Accreditation Board accreditation process if they had achieved accreditation, submitted an application, or submitted a statement of intent. The PH WINS survey measured employees' perception of 3 aspects of workplace environment, including supervisory support, organizational support, and employee engagement. The overall satisfaction was measured using the Job in General Scale (abridged). There are 1884 LHD employees who completed PH WINS and whose agencies responded to the question on the accreditation status of the Forces of Change survey. When compared with employees from LHDs less engaged in accreditation, employees from LHDs that were formally engaged in accreditation gave higher ratings to all 3 aspects of workplace environment and overall job satisfaction. Controlling for employee demographic characteristics and LHD jurisdiction size, the agency's formal engagement in accreditation remained related to a higher score in perceived workplace environment and job satisfaction. After controlling for perceived workplace environment, accreditation status was marginally associated with job satisfaction. The findings provide support for previous reports by LHD leaders on the benefits of accreditation related to employee morale and job satisfaction. The results from this study allow us to further catalog the benefits of accreditation in workforce development and identify factors that may

  1. Clinical Psychology Training: Accreditation and Beyond.

    PubMed

    Levenson, Robert W

    2017-05-08

    Beginning with efforts in the late 1940s to ensure that clinical psychologists were adequately trained to meet the mental health needs of the veterans of World War II, the accreditation of clinical psychologists has largely been the province of the Commission on Accreditation of the American Psychological Association. However, in 2008 the Psychological Clinical Science Accreditation System began accrediting doctoral programs that adhere to the clinical science training model. This review discusses the goals of accreditation and the history of the accreditation of graduate programs in clinical psychology, and provides an overview of the evaluation procedures used by these two systems. Accreditation is viewed against the backdrop of the slow rate of progress in reducing the burden of mental illness and the changes in clinical psychology training that might help improve this situation. The review concludes with a set of five recommendations for improving accreditation.

  2. 9 CFR 439.53 - Revocation of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.53 Revocation of accreditation. The accreditation of a laboratory will be revoked for the following reasons: (a) An accredited laboratory that is accredited to.... If the accredited laboratory fails to meet any of the criteria set forth in §§ 439.20(d) and 439.20(h...

  3. Economics of Higher Education.

    ERIC Educational Resources Information Center

    Mushkin, Selma J., Ed.

    This volume attempts to bring together important contributions about the economics of higher education for the use of educators and others concerned with the formulation of educational policy. Part I of the volume concerns the demands of students for higher education and of the Nation for high-talent manpower. Part II presents the fundamentals of…

  4. Vocational Education and the Binary Higher Education System in the Netherlands: Higher Education Symbiosis or Vocational Education Dichotomy?

    ERIC Educational Resources Information Center

    van Houten, Maarten Matheus

    2018-01-01

    The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5-8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher…

  5. Examination of the Nexus between Academic Libraries and Accreditation: Lessons from Nigeria

    ERIC Educational Resources Information Center

    Nkiko, Christopher; Ilo, Promise; Idiegbeyan-Ose, Jerome; Segun-Adeniran, Chidi

    2015-01-01

    The article investigated the nexus between academic libraries and accreditation in the higher institutions with special focus on the Nigerian experience. It showed that all accreditation agencies place a high premium on library provisions as a major component of requisite benchmarks in determining the status of the program or institutions being…

  6. UNIVERSAL HIGHER EDUCATION.

    ERIC Educational Resources Information Center

    MCGRATH, EARL J.

    THIS DOCUMENT IS A REPORT ON A GROUP INQUIRY INTO THE SUBSTANCE AND IMPLICATIONS OF UNIVERSAL HIGHER EDUCATION. ELEVEN CHAPTERS ARE PAPERS PRESENTED AT A CONFERENCE HELD UNDER THE AUSPICES OF THE INSTITUTE OF HIGHER EDUCATION, TEACHERS COLLEGE, COLUMBIA UNIVERSITY, IN PUERTO RICO, NOVEMBER 15-21, 1964, FORECASTING THE FORM AND MISSION OF AMERICAN…

  7. Healthcare-associated infections: infection prevention and control within the Accreditation Canada Qmentum Program.

    PubMed

    Nicklin, Wendy; Greco, Paula; Mitchell, Jonathan I

    2009-01-01

    Gardam, Lemieux, Reason, van Dijk and Goel argue that healthcare-associated infections (HAIs) are "a pressing and imminent concern in the context of patient safety." Accreditation Canada supports the position taken by these authors. The prevention and control of two HAIs of great concern, methicillin-resistant Staphylococcus aureus and Clostridium difficile, are an integral part of the Accreditation Canada program. A coordinated approach to combating HAIs and developing a culture of infection prevention and control is necessary, one that involves front-line healthcare professionals, senior leadership, national and provincial partners and the public. Since 2005, Accreditation Canada has increasingly strengthened the accreditation program in this area through a number of new strategies, including enhanced standards, required organizational practices, performance measures and indicators and the introduction of education programs. Optimizing the value of accreditation through an integrative approach with organizations' quality improvement programs will contribute to effectively combating HAIs and developing a culture of infection prevention and control.

  8. Accreditation of Developmental Disabilities Programs.

    ERIC Educational Resources Information Center

    Hemp, Richard; Braddock, David

    1988-01-01

    Data gathered from 296 agency accreditation surveys, conducted by the Accreditation Council on Services for People with Developmental Disabilities, were analyzed, focusing on ownership, services provided, size of residential units, critical standards, characteristics of individuals served, and accreditation outcome. Redundancies between private…

  9. What's Happening to Public Higher Education? ACE/Praeger Series on Higher Education

    ERIC Educational Resources Information Center

    Ehrenberg, Ronald G., Ed.

    2006-01-01

    Public higher educational institutions, where about 80 percent of all college students and 65 percent of all four-year college students are educated, appear to be in serious trouble. In order to delve more deeply into this topic, the author invited a wide-ranging team of experts to examine changes in public higher education over the last quarter…

  10. Suggestions for Utilizing the 2008 EPAS in CSWE-Accredited Baccalaureate and Masters Curriculums--Reflections from the Field, Part 1: The Explicit Curriculum

    ERIC Educational Resources Information Center

    Petracchi, Helen E.; Zastrow, Charles

    2010-01-01

    In April 2008, the Council on Social Work Education (CSWE) issued new guidelines for Educational Policy and Accreditation Standards (EPAS). The 2008 EPAS shift the focus of assessment from the evaluation of program objectives to assessment of educational outcomes and student achievement of practice competencies. Major accreditation challenges for…

  11. A matter of degrees: the introduction of clinical doctorates to the Saudi higher education system and a comparative prospective from the American model.

    PubMed

    Sayed, M Gary; Al-Shehri, Mohammad Y

    2012-01-01

    Recent unprecedented growth in Saudi population challenged its infrastructure and intensified demand for higher education and healthcare. In response, both the government and the private sector founded numerous colleges and universities, increasing the overall number from 8 to 49 institutions of higher education. A significant portion of the expansion has been in the health professions higher education, which also included the establishment of new teaching hospitals and other medical training facilities. As part of this growth, practice (clinical) doctorates have conspicuously made their presence felt in Saudi Arabia. The doctor of pharmacy is the first clinical doctorate that has been formally adopted as the terminal professional degree in the field. Others are in the works. Results are presented using descriptive methods. Data were collected from reviews of the literature and individual institutional websites of Saudi colleges, universities and salient governmental regulatory and national accrediting agencies. This article will introduce clinical doctorates, their status and state of implementation in the American health professions higher education system as a possible model. The article will review the current status of clinical doctorates' implementation in Saudi Arabia. It will conclude with a recommendation for concerned stake holders, including policy makers, educators, and practitioners.

  12. Recognition of higher medical institutions in Russia.

    PubMed

    Severyanova, L; Lazarev, A

    2005-08-01

    The Russian Federation of higher medical institutions get State accreditation, if their activity conforms to criteria determined by the Ministry of Public Health and the Ministry of Education of the Russian Federation. Kursk State Medical University (KSMU) has a confirmed to requirement of accreditation by the Russian Federation, to conduct annually training of about 5000 students at 12 faculties. KSMU carries out pre-medical undergraduate and postgraduate training in the specialty "Doctor of medicine". For the first time in Russia KSMU was allowed to conduct a 6-year medical training with the use of English as an intermediary language by the Ministry of Public Health and the Ministry of Education. In this relation programmes of training teachers for conducting instruction with the use of an intermediary language (English) and training students Russian with the level necessary for free communication with Russian patients and staff of the clinics have been developed and realized.

  13. Breaking Boundaries: Women in Higher Education. Gender and Higher Education Series.

    ERIC Educational Resources Information Center

    Morley, Louise, Ed.; Walsh, Val, Ed.

    Essays from women in higher education, organized around two major themes: diversity, equity, and change, and feminism in the academy, and with an emphasis on these issues in the United Kingdom, include: "Women and Careers in Higher Education: What Is the Problem?" (Christine Heward); "In the Prime of Their Lives? Older Women in…

  14. Benefits and Perceptions of Public Health Accreditation Among Health Departments Not Yet Applying.

    PubMed

    Heffernan, Megan; Kennedy, Mallory; Siegfried, Alexa; Meit, Michael

    To identify the benefits and perceptions among health departments not yet participating in the public health accreditation program implemented by the Public Health Accreditation Board (PHAB). Quantitative and qualitative data were gathered via Web-based surveys of health departments that had not yet applied for PHAB accreditation (nonapplicants) and health departments that had been accredited for 1 year. Respondents from 150 nonapplicant health departments and 57 health departments that had been accredited for 1 year. The majority of nonapplicant health departments are reportedly conducting a community health assessment (CHA), community health improvement plan (CHIP), and health department strategic plan-3 documents that are required to be in place before applying for PHAB accreditation. To develop these documents, most nonapplicants are reportedly referencing PHAB requirements. The most commonly reported perceived benefits of accreditation among health departments that planned to or were undecided about applying for accreditation were as follows: increased awareness of strengths and weaknesses, stimulated quality improvement (QI) and performance improvement activities, and increased awareness of/focus on QI. Nonapplicants that planned to apply reported a higher level of these perceived benefits. Compared with health departments that had been accredited for 1 year, nonapplicants were more likely to report that their staff had no or limited QI knowledge or familiarity. The PHAB accreditation program has influenced the broader public health field-not solely health departments that have undergone accreditation. Regardless of their intent to apply for accreditation, nonapplicant health departments are reportedly referencing PHAB guidelines for developing the CHA, CHIP, and health department strategic plan. Health departments may experience benefits associated with accreditation prior to their formal involvement in the PHAB accreditation process. The most common

  15. Hospital accreditation: staff experiences and perceptions.

    PubMed

    Bogh, Søren Bie; Blom, Ane; Raben, Ditte Caroline; Braithwaite, Jeffrey; Thude, Bettina; Hollnagel, Erik; Plessen, Christian von

    2018-06-11

    Purpose The purpose of this paper is to understand how staff at various levels perceive and understand hospital accreditation generally and in relation to quality improvement (QI) specifically. Design/methodology/approach In a newly accredited Danish hospital, the authors conducted semi-structured interviews to capture broad ranging experiences. Medical doctors, nurses, a quality coordinator and a quality department employee participated. Interviews were audio recorded and subjected to framework analysis. Findings Staff reported that The Danish Healthcare Quality Programme affected management priorities: office time and working on documentation, which reduced time with patients and on improvement activities. Organisational structures were improved during preparation for accreditation. Staff perceived that the hospital was better prepared for new QI initiatives after accreditation; staff found disease specific requirements unnecessary. Other areas benefited from accreditation. Interviewees expected that organisational changes, owing to accreditation, would be sustained and that the QI focus would continue. Practical implications Accreditation is a critical and complete hospital review, including areas that often are neglected. Accreditation dominates hospital agendas during preparation and surveyor visits, potentially reducing patient care and other QI initiatives. Improvements are less likely to occur in areas that other QI initiatives addressed. Yet, accreditation creates organisational foundations for future QI initiatives. Originality/value The authors study contributes new insights into how hospital staff at different organisational levels perceive and understand accreditation.

  16. 42 CFR 8.4 - Accreditation body responsibilities.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ...) Accreditation surveys and for cause inspections. (1) Accreditation bodies shall conduct routine accreditation surveys for initial, renewal, and continued accreditation of each OTP at least every 3 years. (2... survey of the OTP by the accreditation body otherwise demonstrates one or more deficiencies in the OTP...

  17. 42 CFR 8.4 - Accreditation body responsibilities.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ...) Accreditation surveys and for cause inspections. (1) Accreditation bodies shall conduct routine accreditation surveys for initial, renewal, and continued accreditation of each OTP at least every 3 years. (2... survey of the OTP by the accreditation body otherwise demonstrates one or more deficiencies in the OTP...

  18. Using Professional Standards for Higher Education to Improve Student Affairs

    ERIC Educational Resources Information Center

    Scott, Renay M.

    2014-01-01

    The instruction and program quality at community colleges adheres to standards mandated through regional and national accreditation at institution and program levels. Community college personnel must understand their specific role in college and program accreditation and how accreditation is crucial for functions, such as accessing federal…

  19. Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: North Central Association of Colleges and Schools, the Higher Learning Commission

    ERIC Educational Resources Information Center

    US Department of Education, 2010

    2010-01-01

    The Higher Learning Commission (HLC or the agency) is a regional institutional accreditor that accredits (or preaccredits) over 1,000 degree granting institutions in 19 states, tribal institutions and including those programs offered via distance education within these institutions. Most of the institutions accredited by HLC use the Secretary's…

  20. 7 CFR 983.1 - Accredited laboratory.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 8 2011-01-01 2011-01-01 false Accredited laboratory. 983.1 Section 983.1 Agriculture..., ARIZONA, AND NEW MEXICO Definitions § 983.1 Accredited laboratory. An accredited laboratory is a laboratory that has been approved or accredited by the U.S. Department of Agriculture. [74 FR 56539, Nov. 2...

  1. The Journey toward NADE Accreditation: Investments Reap Benefits

    ERIC Educational Resources Information Center

    Kratz, Stephanie

    2018-01-01

    The author examines the process for applying for National Association for Development Education (NADE) accreditation. The multi-year process began when the English faculty of the community college she works at reviewed data from the National Community College Benchmark Project. The data showed low success rates and poor persistence from…

  2. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  3. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  4. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  5. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  6. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  7. Higher Education Research and Higher Education Policy in South-East Europe

    ERIC Educational Resources Information Center

    Zgaga, Pavel

    2013-01-01

    This article deals with the past, present and future of higher education research from a regional perspective. South-East Europe has not been noticeable in this respect during the last two or three decades. However, development of higher education and the problems that are associated with it raise many questions that require a response from both…

  8. Counting the costs of accreditation in acute care: an activity-based costing approach

    PubMed Central

    Mumford, Virginia; Greenfield, David; Hogden, Anne; Forde, Kevin; Westbrook, Johanna; Braithwaite, Jeffrey

    2015-01-01

    Objectives To assess the costs of hospital accreditation in Australia. Design Mixed methods design incorporating: stakeholder analysis; survey design and implementation; activity-based costs analysis; and expert panel review. Setting Acute care hospitals accredited by the Australian Council for Health Care Standards. Participants Six acute public hospitals across four States. Results Accreditation costs varied from 0.03% to 0.60% of total hospital operating costs per year, averaged across the 4-year accreditation cycle. Relatively higher costs were associated with the surveys years and with smaller facilities. At a national level these costs translate to $A36.83 million, equivalent to 0.1% of acute public hospital recurrent expenditure in the 2012 fiscal year. Conclusions This is the first time accreditation costs have been independently evaluated across a wide range of hospitals and highlights the additional cost burden for smaller facilities. A better understanding of the costs allows policymakers to assess alternative accreditation and other quality improvement strategies, and understand their impact across a range of facilities. This methodology can be adapted to assess international accreditation programmes. PMID:26351190

  9. Higher Education Research: Its Relationship to Policy and Practice. Issues in Higher Education Series.

    ERIC Educational Resources Information Center

    Teichler, Ulrich, Ed.; Sadlack, Jan, Ed.

    Contributions to this volume show the current state of self-reflection among researchers in higher education, including the conditions they face and the ways in which they research and communicate their findings. The chapters are: (1) "The Relationships between Higher Education Research and Higher Education Policy and Practice: The…

  10. Essays on Higher Education

    ERIC Educational Resources Information Center

    Fountain, Joselynn Hawkins

    2017-01-01

    The purpose of this three-essay dissertation is to explore important topics in higher education. In 2010, the Department of Education proposed the controversial Gainful Employment (GE) Regulations that represent a major shift in federal policy and raises the question of the future of higher education. Under GE, certain institutions, mainly…

  11. Higher Education in California

    ERIC Educational Resources Information Center

    Public Policy Institute of California, 2016

    2016-01-01

    Higher education enhances Californians' lives and contributes to the state's economic growth. But population and education trends suggest that California is facing a large shortfall of college graduates. Addressing this short­fall will require strong gains for groups that have been historically under­represented in higher education. Substantial…

  12. Higher Education Systems 3.0: Harnessing Systemness, Delivering Performance. Critical Issues in Higher Education

    ERIC Educational Resources Information Center

    Lane, Jason E., Ed.; Johnstone, D. Bruce, Ed.

    2013-01-01

    This thought-provoking volume brings together scholars and system leaders to analyze some of the most pressing and complex issues now facing higher education systems and society. Higher Education Systems 3.0 focuses on the remaking of higher education coordination in an era of increased accountability, greater calls for productivity, and…

  13. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... agency may take whatever other action or combination of actions will best protect the public health... human health or because the accreditation body fraudulently accredited facilities, that the certificates...

  14. Reinventing Continuing Higher Education

    ERIC Educational Resources Information Center

    Walshok, Mary Lindenstein

    2012-01-01

    Re-inventing continuing higher education is about finding ways to be a more central player in a region's civic, cultural, and economic life as well as in the education of individuals for work and citizenship. Continuing higher education will require data gathering, analytical tools, convening authority, interpretive skills, new models of delivery,…

  15. Bibliography on Higher Education in Canada and Index to the Canadian Journal of Higher Education, 1971-1999. Occasional Papers in Higher Education.

    ERIC Educational Resources Information Center

    Dennison, John D., Ed.; Gregor, Alexander D., Ed.

    This publication combines a 160-item bibliography of Canadian-published articles on higher education and a "Canadian Journal of Higher Education" research article index for 1971-1999. The index is arranged alphabetically by major area as follows: adult and continuing education; community colleges (college-university relationships,…

  16. Achieving Accreditation Council for Graduate Medical Education duty hours compliance within advanced surgical training: a simulation-based feasibility assessment.

    PubMed

    Obi, Andrea; Chung, Jennifer; Chen, Ryan; Lin, Wandi; Sun, Siyuan; Pozehl, William; Cohn, Amy M; Daskin, Mark S; Seagull, F Jacob; Reddy, Rishindra M

    2015-11-01

    Certain operative cases occur unpredictably and/or have long operative times, creating a conflict between Accreditation Council for Graduate Medical Education (ACGME) rules and adequate training experience. A ProModel-based simulation was developed based on historical data. Probabilistic distributions of operative time calculated and combined with an ACGME compliant call schedule. For the advanced surgical cases modeled (cardiothoracic transplants), 80-hour violations were 6.07% and the minimum number of days off was violated 22.50%. There was a 36% chance of failure to fulfill any (either heart or lung) minimum case requirement despite adequate volume. The variable nature of emergency cases inevitably leads to work hour violations under ACGME regulations. Unpredictable cases mandate higher operative volume to ensure achievement of adequate caseloads. Publically available simulation technology provides a valuable avenue to identify adequacy of case volumes for trainees in both the elective and emergency setting. Copyright © 2015 Elsevier Inc. All rights reserved.

  17. Higher Education Standards Panel: Consultation on the Transparency of Higher Education Admissions Processes

    ERIC Educational Resources Information Center

    Australian Government Department of Education and Training, 2016

    2016-01-01

    This document is the result of the Australian Minister for Education and Training's request to the Higher Education Standards Panel for advisement of options to improve the transparency of higher education student admission policies, while minimizing regulatory impact. The Minister intends to improve the accessibility and comparability of…

  18. Improved compliance with reporting standards: A retrospective analysis of Intersocietal Accreditation Commission Nuclear Cardiology Laboratories.

    PubMed

    Maddux, P Tim; Farrell, Mary Beth; Ewing, Joseph A; Tilkemeier, Peter L

    2018-06-01

    In 2011, Tilkemeier et al reported significant nuclear cardiology laboratory noncompliance with reporting standards. The aim of this study was to identify and examine noncompliant reporting elements with the Intersocietal Accreditation Commission Nuclear/PET (IAC) Reporting Standards and to compare compliance between 2008 and 2014. This was a retrospective study of compliance with 18 reporting elements utilizing accreditation findings from all laboratories applying for accreditation in 2008 and 2014. 1816 labs applying for initial or subsequent accreditation were analyzed for compliance. The mean reporting noncompliance per lab decreased from 2008 to 2014 (2.48 ± 2.67 to 1.24 ± 1.79, P < .001). Noncompliance decreased across lab types, labs with Certification Board of Nuclear Cardiology physicians on staff, and by geographic region (P < .001). Overall severity of reporting issues decreased. Facilities with compliant reports increased from 35.0% in 2008 to 57.1% in 2014 (P < .001). Continuing medical education, accreditation, and other instructional activities aimed at improving nuclear cardiology reporting appear to have made a positive impact over time with the number and severity of noncompliance decreased. More labs are now compliant with the IAC Standards and, thus, reporting guidelines. However, the need for continued educational efforts remains.

  19. Report on accreditation learning sets in the West Midlands region of the NHS.

    PubMed

    Giles, G

    2000-12-01

    This article reports on the evaluation of the first year of a project, which utilized learning sets to support librarians undergoing the accreditation process, in the health libraries in the West Midlands region of the NHS. The West Midlands Health region is divided up into education consortia patches. Each group of patch librarians was allocated a local accreditation facilitator. The groups met regularly to discuss problems and progress relating to their library's accreditation. The results of the evaluation suggest that this is a valuable approach to use. The recommendations state that regular, frequent meetings are needed. Extra training and guidance would help the facilitators to be more effective in their role.

  20. The Interagency Education System

    DTIC Science & Technology

    2012-04-29

    universities and the development of internal programs within departments and agencies that allow 18 all professionals access to education . We should...The Interagency Education System By Colonel Steven W. Gilland United States Army United States Army War College...War College is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools, 3624 Market Street

  1. Capital Formation in Higher Education.

    ERIC Educational Resources Information Center

    Frances, Carol; Coldren, Sharon L.

    The need for new capital in higher education and major areas where the interests of the business and higher education communities are aligned are considered. Higher education is a major employer and makes a large contribution to the gross national product. Human capital has become the accepted term for referring to the contribution of education,…

  2. Tracking Success: Outputs Versus Outcomes-A Comparison of Accredited and Non-Accredited Public Health Agencies' Community Health Improvement Plan objectives.

    PubMed

    Perrault, Evan K; Inderstrodt-Stephens, Jill; Hintz, Elizabeth A

    2018-06-01

    With funding for public health initiatives declining, creating measurable objectives that are focused on tracking and changing population outcomes (i.e., knowledge, attitudes, or behaviors), instead of those that are focused on health agencies' own outputs (e.g., promoting services, developing communication messages) have seen a renewed focus. This study analyzed 4094 objectives from the Community Health Improvement Plans (CHIPs) of 280 local PHAB-accredited and non-accredited public health agencies across the United States. Results revealed that accredited agencies were no more successful at creating outcomes-focused objectives (35% of those coded) compared to non-accredited agencies (33% of those coded; Z = 1.35, p = .18). The majority of objectives were focused on outputs (accredited: 61.2%; non-accredited: 63.3%; Z = 0.72, p = .47). Outcomes-focused objectives primarily sought to change behaviors (accredited: 85.43%; non-accredited: 80.6%), followed by changes in knowledge (accredited: 9.75%; non-accredited: 10.8%) and attitudes (accredited: 1.6%; non-accredited: 5.1%). Non-accredited agencies had more double-barreled objectives (49.9%) compared to accredited agencies (32%; Z = 11.43, p < .001). The authors recommend that accreditation procedures place a renewed focus on ensuring that public health agencies strive to achieve outcomes. It is also advocated that public health agencies work with interdisciplinary teams of Health Communicators who can help them develop procedures to effectively and efficiently measure outcomes of knowledge and attitudes that are influential drivers of behavioral changes.

  3. Redirecting Higher Education in a Time of Budget Reduction. Issues in Higher Education.

    ERIC Educational Resources Information Center

    Mingle, James R.

    Adjustments that state policy-makers and institutions of higher education will need to make as they face cutbacks in public support and declining enrollments are described, based in part on a research project on retrenchment in higher education conducted by the Southern Regional Education Board. Given the long-term contractual obligations of…

  4. 22 CFR 96.103 - Oversight by accrediting entities.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Oversight by accrediting entities. 96.103... Relating to Temporary Accreditation § 96.103 Oversight by accrediting entities. (a) The accrediting entity... agency's application for full accreditation when it is filed. The accrediting entity must also...

  5. 22 CFR 96.103 - Oversight by accrediting entities.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Oversight by accrediting entities. 96.103... Relating to Temporary Accreditation § 96.103 Oversight by accrediting entities. (a) The accrediting entity... agency's application for full accreditation when it is filed. The accrediting entity must also...

  6. 7 CFR 353.8 - Accreditation of non-government facilities.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... facilities may be obtained by writing to Phytosanitary Issues Management, PPQ, APHIS, 4700 River Road, Unit... Administrator determines that such action is necessary to protect the public health, interest, or safety. Such... the facility is seeking accreditation must be identified and must possess the training, education, or...

  7. NCI Central Review Board Receives Accreditation

    Cancer.gov

    The Association for the Accreditation of Human Research Protection Programs has awarded the NCI Central Institutional Review Board full accreditation. AAHRPP awards accreditation to organizations demonstrating the highest ethical standards in clinical res

  8. Advancing Diversity in Higher Education

    ERIC Educational Resources Information Center

    Turner, Caroline S.

    2013-01-01

    This special section of the "Journal of Diversity in Higher Education" ("JDHE") on "Advancing Diversity in Higher Education" emerged from the 2012 Association for the Study of Higher Education Council on Ethnic Participation (ASHE-CEP) Pre-Conference Forum. CEP, a standing committee of ASHE, partnered with the…

  9. Internationalization of Chinese Higher Education

    ERIC Educational Resources Information Center

    Chen, Linhan; Huang, Danyan

    2013-01-01

    This paper probes into the development of internationalization of higher education in China from ancient times to modern times, including the emergence of international connections in Chinese higher education and the subsequent development of such connections, the further development of internationalization of Chinese higher education, and the…

  10. Accountability in American Higher Education. Education Policy

    ERIC Educational Resources Information Center

    Carey, Kevin, Ed.; Schneider, Mark, Ed.

    2010-01-01

    Three years after U.S. Secretary of Education Margaret Spelling's national commission on higher education, and nearly a decade after No Child Left Behind revolutionized k-12 accountability, there is little agreement on what accountability in higher education should look like. While more students are enrolling in (and failing to complete)…

  11. 22 CFR 96.21 - Choosing an accrediting entity.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Choosing an accrediting entity. 96.21 Section... Accreditation and Approval § 96.21 Choosing an accrediting entity. (a) An agency that seeks to become accredited must apply to an accrediting entity that is designated to provide accreditation services and that has...

  12. 22 CFR 96.21 - Choosing an accrediting entity.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Choosing an accrediting entity. 96.21 Section... Accreditation and Approval § 96.21 Choosing an accrediting entity. (a) An agency that seeks to become accredited must apply to an accrediting entity that is designated to provide accreditation services and that has...

  13. Economic Trends and Higher Education.

    ERIC Educational Resources Information Center

    Ottinger, Cecilia A.

    1992-01-01

    This research brief highlights current and projected economic trends that affect higher education and discusses some of their implications. The brief is organized into three sections: (1) national economic conditions affecting higher education, which presents data on gross national product, inflation, the Higher Education Price Index, the federal…

  14. Student Success in Online K-12 Education

    ERIC Educational Resources Information Center

    Ronsisvalle, Tammy; Watkins, Ryan

    2005-01-01

    While online education has made great strides in recent years to become an accepted component of higher education, with many colleges now offering accredited online degree programs, the current opportunities and challenges of online K-12 education are still awash in the turbulent waters of regional politics, temperamental technologies, changing…

  15. Implementation of Innovations in Higher Education: The Case of Competency-Based Training in Ghana

    ERIC Educational Resources Information Center

    Boahin, Peter; Hofman, W. H. Adriaan

    2012-01-01

    A notable trend in recent years has been the introduction of competency-based training (CBT) in vocational education and training systems in many countries. Several CBT training programmes in Ghana have been accredited and quality assured. This article explores the perception of both students and lecturers towards CBT and examines factors that…

  16. By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Report

    ERIC Educational Resources Information Center

    Whitebook, Marcy; Austin, Lea J.E.; Ryan, Sharon; Kipnis, Fran; Almaraz, Mirella; Sakai, Laura

    2012-01-01

    Calls to reform teacher education figure prominently in the growing national conversation about teacher performance and children's learning outcomes (National Council for Accreditation of Teacher Education, 2010a, 2010b; Sparks, 2011). Thus far, however, most proposals have focused on teachers working in kindergarten through Grade 12, with scant…

  17. Cologne Consensus Conference: providers in accredited CME/CPD 11–12 September 2015, Cologne, Germany

    PubMed Central

    Simper, Julie

    2016-01-01

    On 11–12 September 2015, the fourth annual Cologne Consensus Conference (CCC) was held in Cologne, Germany. The 2-day educational event was organised by the European Cardiology Section Foundation (ECSF) and the European Board for Accreditation in Cardiology (EBAC), a specialty continuing medical education–continuing professional development (CME—CPD) accreditation board of the European Union of Medical Specialists (UEMS). The conference was again planned in cooperation with an impressive group of international organisations and faculty members representing leading European and North American institutions. Each year, the CCC is organised around a specific topic area. For the conference's fourth iteration, the providers in accredited CME/CPD were the focus. The CCC 2015 set out to share ideas, discuss concepts, and increase collaborations amongst the various groups. This report provides a summary of the presentations and discussions from the educational event. PMID:29644122

  18. Influence of Students' Feedback on the Quality of Adult Higher Distance Education Service Delivery

    ERIC Educational Resources Information Center

    Oduaran, Akpovire

    2017-01-01

    The evaluation of a program's compliance with service delivery and features necessary for the attainment of the program's educational objectives, student outcomes and continuous improvement is an important element in program accreditation and continuous improvement process. The study reported in this paper investigated the possible effects of…

  19. Higher Education Finance Manual 1975.

    ERIC Educational Resources Information Center

    Collier, Douglas J.; Mertins, Paul J.

    The Higher Education Finance Manual (HEFM) is intended to serve as a guide to higher education planners and managers in their understanding and use of institutional finance data. It addresses higher education finance data from the layman's perspective. The document includes definitions of accounting terms and descriptions of generally accepted…

  20. "Swimming in the Swamp"--Inquiry into Accreditation, Community Development, and Social Change

    ERIC Educational Resources Information Center

    Fitzsimons, Camilla; Dorman, Peter

    2013-01-01

    Drawing from extensive experience as community educators, this paper discusses accreditation and its relationship to community development as informed by a cooperative inquiry conducted by tutors. Beginning with our rationale for undertaking the inquiry, it details our approach to community development and the centrality of education within this.…

  1. Inclusive Education in Higher Education: Challenges and Opportunities

    ERIC Educational Resources Information Center

    Moriña, Anabel

    2017-01-01

    Implementing the principles of inclusive education within higher education can be challenging. Inclusive education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices…

  2. Comparative Higher Education: Bibliography

    ERIC Educational Resources Information Center

    Cardozier, V. R.

    This comparative higher education bibliography from the graduate program in Higher Education at University of Texas at Austin provides references with publication dates through 1990 under the following categories: "General and Canada" (85); "Africa (Sub-Sahara)" (23); "Asia" (122); "Australia and New…

  3. Higher Education and the Market

    ERIC Educational Resources Information Center

    Brown, Roger

    2008-01-01

    In this paper, the author explores the answers to the following questions: (1) What does the "marketisation" of higher education mean? (2) What are the potential implications for United Kingdom higher education? and (3) How should everyone handle those implications? He also cites the three main reasons why higher education cannot simply…

  4. 22 CFR 96.99 - Converting an application for temporary accreditation to an application for full accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Converting an application for temporary accreditation to an application for full accreditation. 96.99 Section 96.99 Foreign Relations DEPARTMENT OF... INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures and Standards Relating to Temporary Accreditation § 96.99...

  5. Education Pays, 2010: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series

    ERIC Educational Resources Information Center

    Baum, Sandy; Ma, Jennifer; Payea, Kathleen

    2010-01-01

    Students who attend institutions of higher education obtain a wide range of personal, financial, and other lifelong benefits; likewise, taxpayers and society as a whole derive a multitude of direct and indirect benefits when citizens have access to postsecondary education. Accordingly, uneven rates of participation in higher education across…

  6. 7 CFR 205.506 - Granting accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.506 Granting accreditation. (a... accreditation as provided in § 205.510(c), the certifying agent voluntarily ceases its certification activities...

  7. People Who Study Higher Education

    ERIC Educational Resources Information Center

    Harland, Tony

    2009-01-01

    The study of higher education can seem extraordinarily complex because what counts as knowledge is contestable and the higher education research community is, like Hemingway's Paris, a moveable feast. A lack of epistemological precision and field uncertainty is partly due to the fact that those who study higher education tend to work in higher…

  8. The Teaching of Ethics in Advertising Curricula: An Analysis of ACEJMC Accredited and Non-Accredited Programs and Programs in Business Administration.

    ERIC Educational Resources Information Center

    Ardoin, Birthney

    A survey was taken to find answers to questions being asked by the Accrediting Council on Education in Journalism and Mass Communication (ACEJMC) about the teaching of ethics. A questionnaire was mailed to the 90 advertising programs listed in the 1983 edition of "Where Shall I Go to College to Study Advertising?" to determine where ethics was…

  9. The link between quality and accreditation of residency programs: the surveyors’ perceptions

    PubMed Central

    dos Santos, Renato Antunes; Snell, Linda; Tenorio Nunes, Maria do Patrocinio

    2017-01-01

    ABSTRACT Accreditation of medical residency programs has become globally important. Currently it is moving from the goal of attaining minimal standards to a model of continuous improvement. In some countries, the accreditation system engages peers (physicians) to survey residency programs. The surveyors are sometimes volunteers, usually engaged in multiple clinical and education activities. Few studies have investigated the benefits of residency program evaluation and accreditation from the perspective of the surveyors. As peers they both conduct and receive accreditation surveys, which puts them in a privileged position in that it provides the surveyor with an opportunity to share experiences and knowledge and apply what is learned in their own context. The objective of this study is to obtain the perceptions of these surveyors about the impact of an accreditation system on residency programs. Surveyors participated in semi-structured interviews. A thematic analysis was performed on the interview data, and resulting topics were grouped into five themes: Burden (of documentation and of time needed); Efficiency and efficacy of the accreditation process; Training and experience of surveyors; Being a peer; Professional skills and recognition of surveyors. These categories were organized into two major themes: ‘Structure and Process’ and ‘Human Resources’. The study participants proposed ways to improve efficiency including diminish the burden of documentation to the physicians involved in the process and to increase efforts on training programs and payment for surveyors and program directors. Based on the results we propose a conceptual framework to improve accreditation systems. Abbreviations: PD: Program director PMID:28178919

  10. Preparing Educators to Partner with Families

    ERIC Educational Resources Information Center

    Miller, Gloria E.; Lines, Cathy; Sullivan, Erin; Hermanutz, Kirsten

    2013-01-01

    The present study focuses on current efforts underway in one western US state to prepare educators' for meaningful participation with families. Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel were asked to complete an online survey…

  11. A Tax for Higher Education

    ERIC Educational Resources Information Center

    Blumenstyk, Goldie

    2012-01-01

    Higher education pays off handsomely for society. Yet on a nationwide basis, states' support for higher education per full-time-equivalent student has fallen to just $6,290, the lowest in 15 years. A dedicated source of funds for higher education is problematic. But what if state and federal lawmakers applied the impeccable logic of the gas tax to…

  12. Higher Education in the Eighties.

    ERIC Educational Resources Information Center

    McComas, James D.

    Events and conditions over the last 20 years that have altered the course of higher education are briefly noted, and trends in higher education for the early eighties are examined. Among the past influences on higher education that illustrate the wisdom of planning for a realistic period of time, such as five years, are the following: the massive…

  13. Higher Education Studies in Japan

    ERIC Educational Resources Information Center

    Kaneko, Motohisa

    2010-01-01

    The rapid development of higher education in the postwar period has given rise to various problems, and higher education studies in Japan have developed in response to them. What have been the major issues, and how did academic research respond to them, in postwar Japan? This article delineates an outline of higher education studies in general,…

  14. Higher Education Exchange 2006

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2006-01-01

    Contributors to this issue of the Higher Education Exchange debate the issues around knowledge production, discuss the acquisition of deliberative skills for democracy, and examine how higher education prepares, or does not prepare, students for citizenship roles. Articles include: (1) "Foreword" (Deborah Witte); (2) "Knowledge,…

  15. Chicanos in Higher Education.

    ERIC Educational Resources Information Center

    Flores, Juan M., Ed.

    1992-01-01

    This "special theme" journal issue focuses on higher education of Chicanos and Latinos. The journal includes the following articles: (1) "Dilemmas of Chicano and Latino Professors in U.S. Universities" (Hisauro Garza); (2) "Analysis of Tenure Among Hispanic Higher Education Faculty" (Richard R. Verdugo); (3)…

  16. Hospital accreditation, reimbursement and case mix: links and insights for contractual systems.

    PubMed

    Ammar, Walid; Khalife, Jade; El-Jardali, Fadi; Romanos, Jenny; Harb, Hilda; Hamadeh, Ghassan; Dimassi, Hani

    2013-12-05

    Resource consumption is a widely used proxy for severity of illness, and is often measured through a case-mix index (CMI) based on Diagnosis Related Groups (DRGs), which is commonly linked to payment. For countries that do not have DRGs it has been suggested to use CMIs derived from International Classification of Diseases (ICD). Our research objective was to use ICD-derived case-mix to evaluate whether or not the current accreditation-based hospital reimbursement system in Lebanon is appropriate. Our study population included medical admissions to 122 hospitals contracted with the Lebanese Ministry of Public Health (MoPH) between June 2011 and May 2012. Applying ICD-derived CMI on principal diagnosis cost (CMI-ICDC) using weighing similar to that used in Medicare DRG CMI, analyses were made by hospital accreditation, ownership and size. We examined two measures of 30-day re-admission rate. Further analysis was done to examine correlation between principal diagnosis CMI and surgical procedure cost CMI (CMI-CPTC), and three proxy measures on surgical complexity, case complexity and surgical proportion. Hospitals belonging to the highest accreditation category had a higher CMI than others, but no difference was found in CMI among the three other categories. Private hospitals had a higher CMI than public hospitals, and those more than 100 beds had a higher CMI than smaller hospitals. Re-admissions rates were higher in accreditation category C hospitals than category D hospitals. CMI-ICDC was fairly correlated with CMI-CPTC, and somehow correlated with the proposed proxies. Our results indicate that the current link between accreditation and reimbursement rate is not appropriate, and leads to unfairness and inefficiency in the system. Some proxy measures are correlated with case-mix but are not good substitutes for it. Policy implications of our findings propose the necessity for changing the current reimbursement system by including case mix and outcome indicators in

  17. Interrater Reliability to Assure Valid Content in Peer Review of CME-Accredited Presentations

    ERIC Educational Resources Information Center

    Quigg, Mark; Lado, Fred A.

    2009-01-01

    Introduction: The Accreditation Council for Continuing Medical Education (ACCME) provides guidelines for continuing medical education (CME) materials to mitigate problems in the independence or validity of content in certified activities; however, the process of peer review of materials appears largely unstudied and the reproducibility of…

  18. 9 CFR 439.50 - Refusal of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.50 Refusal of accreditation. Upon a determination by the Administrator, a laboratory will be refused accreditation for the following reasons: (a) A laboratory will be refused accreditation for failure to meet the requirements of § 439.5 or § 439.10 of this...

  19. Distinctions among Accreditation Agencies for Business Programs

    ERIC Educational Resources Information Center

    Corcoran, Charles P.

    2007-01-01

    Over the past twenty years, business accreditation has become a growth industry. In 1988, some eleven percent of business programs were accredited by an accrediting body devoted solely to business program accreditation. Today, over forty-two percent boast of such external validation of their programs. Although the three principal accrediting…

  20. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... organizations. (iv) Notify CMS, in writing, at least 30 calendar days in advance of the effective date of any... to designate and approve independent accreditation organizations for purposes of accrediting...

  1. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... organizations. (iv) Notify CMS, in writing, at least 30 calendar days in advance of the effective date of any... to designate and approve independent accreditation organizations for purposes of accrediting...

  2. Regional Profiles of Higher Education. Guide.

    ERIC Educational Resources Information Center

    Higher Education Funding Council for England, Bristol.

    The Higher Education Funding Council for England (HEFCE) presents its second edition of its regional profiles of higher education. The document presents a range of information about higher education in England's nine government regions. The aim of the report is to assist stakeholders in debating the regional role of higher education, and to…

  3. Higher Education, Poverty and Development

    ERIC Educational Resources Information Center

    Tilak, Jandhyala B. G.

    2010-01-01

    There is a presumption among many policy makers that higher education is not necessary for economic growth and development; it is literacy and basic education and at best secondary education that are argued to be important. Estimates of internal rate of return contributed to strengthening of such a presumption. Accordingly, higher education has…

  4. Equity in Higher Education.

    ERIC Educational Resources Information Center

    Bane, Mary Jo; Winston, Kenneth I.

    Equity within U.S. higher education is examined in three parts: Practices, Principles, and Policies. Public/private problems, attendance variables, and public subsidies to higher education are included in the Practices section. Part 2, Principles, discusses the place of philosophy, meanings of equity, remedying discrimination, and equality of…

  5. Adult Higher Education: Thinking the Unthinkable.

    ERIC Educational Resources Information Center

    David, Robert L.

    The threats to adult higher education are rapidly becoming significant educational and social problems. To date, the hope of adult educators to become equal participants with other university divisions in higher education has not been realized. Simultaneous expansion and dilution of adult higher education have caused adult student demands for…

  6. Administrator Preparation for Multicultural Leadership: Inside Four Nationally Accredited Programs

    ERIC Educational Resources Information Center

    Gardiner, Mary; Enomoto, Ernestine K.

    2004-01-01

    As accrediting associations and ISLLC Standards for School Leaders attest, school leaders have a critical role to insure equitable educational opportunities for diverse students. But how are they being prepared for multicultural leadership in administrator preparation programs? This qualitative study examined and contrasted four different…

  7. By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Executive Summary

    ERIC Educational Resources Information Center

    Whitebook, Marcy; Austin, Lea J.E.; Ryan, Sharon; Kipnis, Fran; Almaraz, Mirella; Sakai, Laura

    2012-01-01

    Calls to reform teacher education figure prominently in the growing national conversation about teacher performance and children's learning outcomes (National Council for Accreditation of Teacher Education, 2010a, 2010b; Sparks, 2011). Thus far, however, most proposals have focused on teachers working in kindergarten through Grade 12, with scant…

  8. IS 2010 and ABET Accreditation: An Analysis of ABET-Accredited Information Systems Programs

    ERIC Educational Resources Information Center

    Saulnier, Bruce; White, Bruce

    2011-01-01

    Many strong forces are converging on information systems academic departments. Among these forces are quality considerations, accreditation, curriculum models, declining/steady student enrollments, and keeping current with respect to emerging technologies and trends. ABET, formerly the Accrediting Board for Engineering and Technology, is at…

  9. Quality Assurance in Chinese Higher Education

    ERIC Educational Resources Information Center

    Li, Yuan

    2010-01-01

    Quality assurance has been integrated into the fabric of higher education in China, with the issue of quality in higher education--how to evaluate it and how to enhance it--now taking centre stage in Chinese higher education. In the past decade, the development of quality assurance in Chinese higher education has covered a broad spectrum of…

  10. An Examination of the Relationship between Outcomes Assessment and Accreditation in Community College-Based Health Information Technology Programs

    ERIC Educational Resources Information Center

    Kyriakos, Margaret Helen Gallo

    2009-01-01

    This study compares the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) Board of Commissioner and Panel of Accreditation Reviewer understanding of what constitutes student learning outcomes and an effective program evaluation plan with that of campus-based health information technology (HIT) program…

  11. Happiness in Higher Education

    ERIC Educational Resources Information Center

    Elwick, Alex; Cannizzaro, Sara

    2017-01-01

    This paper investigates the higher education literature surrounding happiness and related notions: satisfaction, despair, flourishing and well-being. It finds that there is a real dearth of literature relating to profound happiness in higher education: much of the literature using the terms happiness and satisfaction interchangeably as if one were…

  12. Gender and Higher Education

    ERIC Educational Resources Information Center

    Bank, Barbara J., Ed.

    2011-01-01

    This comprehensive, encyclopedic review explores gender and its impact on American higher education across historical and cultural contexts. Challenging recent claims that gender inequities in U.S. higher education no longer exist, the contributors--leading experts in the field--reveal the many ways in which gender is embedded in the educational…

  13. Higher Education and Inequality

    ERIC Educational Resources Information Center

    Brown, Roger

    2018-01-01

    After climate change, rising economic inequality is the greatest challenge facing the advanced Western societies. Higher education has traditionally been seen as a means to greater equality through its role in promoting social mobility. But with increased marketisation higher education now not only reflects the forces making for greater inequality…

  14. Higher Education Exchange, 2009

    ERIC Educational Resources Information Center

    Brown, David W., Ed.; Witte, Deborah, Ed.

    2009-01-01

    This volume begins with an essay by Noelle McAfee, a contributor who is familiar to readers of Higher Education Exchange (HEX). She reiterates Kettering's president David Mathews' argument regarding the disconnect between higher education's sense of engagement and the public's sense of engagement, and suggests a way around the epistemological…

  15. A systems engineering approach to AIS accreditation

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Harris, L.M.; Hunteman, W.J.

    1994-04-01

    The systems engineering model provides the vehicle for communication between the developer and the customer by presenting system facts and demonstrating the system in an organized form. The same model provides implementors with views of the system`s function and capability. The authors contend that the process of obtaining accreditation for a classified Automated Information System (AIS) adheres to the typical systems engineering model. The accreditation process is modeled as a ``roadmap`` with the customer represented by the Designed Accrediting Authority. The ``roadmap`` model reduces the amount of accreditation knowledge required of an AIS developer and maximizes the effectiveness of participationmore » in the accreditation process by making the understanding of accreditation a natural consequence of applying the model. This paper identifies ten ``destinations`` on the ``road`` to accreditation. The significance of each ``destination`` is explained, as are the potential consequences of its exclusion. The ``roadmap,`` which has been applied to a range of information systems throughout the DOE community, establishes a paradigm for the certification and accreditation of classified AISs.« less

  16. Counting the costs of accreditation in acute care: an activity-based costing approach.

    PubMed

    Mumford, Virginia; Greenfield, David; Hogden, Anne; Forde, Kevin; Westbrook, Johanna; Braithwaite, Jeffrey

    2015-09-08

    To assess the costs of hospital accreditation in Australia. Mixed methods design incorporating: stakeholder analysis; survey design and implementation; activity-based costs analysis; and expert panel review. Acute care hospitals accredited by the Australian Council for Health Care Standards. Six acute public hospitals across four States. Accreditation costs varied from 0.03% to 0.60% of total hospital operating costs per year, averaged across the 4-year accreditation cycle. Relatively higher costs were associated with the surveys years and with smaller facilities. At a national level these costs translate to $A36.83 million, equivalent to 0.1% of acute public hospital recurrent expenditure in the 2012 fiscal year. This is the first time accreditation costs have been independently evaluated across a wide range of hospitals and highlights the additional cost burden for smaller facilities. A better understanding of the costs allows policymakers to assess alternative accreditation and other quality improvement strategies, and understand their impact across a range of facilities. This methodology can be adapted to assess international accreditation programmes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  17. Transforming Higher Education: Views from Leaders around the World. Series on Higher Education.

    ERIC Educational Resources Information Center

    Green, Madeleine F., Ed.

    This collection of 16 essays examines forces transforming higher education around the world, including demands for greater access to higher education, funding problems, the conflicting requirements of various constituencies, and pressures to contribute to a country's economic and social development. The essays include: (1) "Forces for Change"…

  18. Reimagining Christian Higher Education

    ERIC Educational Resources Information Center

    Hulme, E. Eileen; Groom, David E., Jr.; Heltzel, Joseph M.

    2016-01-01

    The challenges facing higher education continue to mount. The shifting of the U.S. ethnic and racial demographics, the proliferation of advanced digital technologies and data, and the move from traditional degrees to continuous learning platforms have created an unstable environment to which Christian higher education must adapt in order to remain…

  19. Attitudes of International Music Students from East Asia toward US Higher Education Institutions

    ERIC Educational Resources Information Center

    Choi, Jin Ho

    2013-01-01

    Nine National Association of Schools of Music (NASM) accredited universities in the United States (US) with the greatest populations of international students were surveyed to identify the status of East Asian international students' attitudes toward their schools. Among East Asian international music students at US higher education…

  20. The Federal Regulation of Accrediting. Draft.

    ERIC Educational Resources Information Center

    Orlans, Harold

    The meaning of accreditation and how it has evolved is discussed, and the relationship between accrediting agencies and the federal government is examined. Accrediting agencies derive from the federal government the power to designate which school shall be eligible for federal student assistance programs and/or a national recognition and stimulus…