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Regulatory Landscape: The Triad

Regulatory Landscape: The Triad. Overview of U.S. Higher Education. Greatest diversity of institutions in the world Long considered the best system in the world Major innovations – independent boards of trustees, community colleges, open access Massification since Korean War.

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Regulatory Landscape: The Triad

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  1. Regulatory Landscape:The Triad

  2. Overview of U.S. Higher Education • Greatest diversity of institutions in the world • Long considered the best system in the world • Major innovations – independent boards of trustees, community colleges, open access • Massification since Korean War DGREE

  3. Mission Differentiation • Research • Liberal arts • Comprehensive universities • Community colleges • Faith-based • Specialized/single purpose “One solution/model won’t fit all.” DGREE

  4. Institutions Public 4-year institutions 643 Public 2-year institutions 1,045 Private 4-year institutions, nonprofit 1,533 Private 4-year institutions, for-profit 453 Private 2-year institutions, nonprofit 107 Private 2-year institutions, for-profit 533 Total 4,314 DGREE

  5. Where Students Go Public 4-year institutions 6,955,013 (39%) Public 2-year institutions 6,225,120 (35%) Private 4-year institutions 4,285,317 (24%) Private 2-year institutions 293,420 (1%) Total17,758,870 81% of all freshmen in the fall of 2006 who had graduated from high school in the previous year attended colleges in their home states. DGREE

  6. Where Has Growth Occurred? DGREE • Public 4 yr: 10 yr. 19% • Public 2 yr: 10 yr. 28% • Private (nonprofit): 10 yr. 19% • For profit: 10 yr. 285% • Distance Education: 2.1 million (F2008) • Share held by for profits 42%

  7. Key Values of Traditional H.E. DGREE Academic freedom Institutional autonomy Mission distinctiveness Shared governance (faculty control over curriculum)

  8. Key Shifts DGREE De-institutionalization of learning National footprint institutions Online education on and off campus Increased inter-institutional arrangements Increased accountability

  9. Regulatory Environment DGREE External -- States -- Federal -- Accreditation Internal -- Systems -- Faculty senates

  10. States DGREE 50 different regulatory approaches Licensure of degree granting institutions Prior approval of new campuses, sites, programs Differing regulatory patterns for distance education

  11. Accreditation DGREE Institutional -- Regional -- National -- Religious Specialized/Professional -- > 60 and growing

  12. History and Authority DGREE Created by institutions over 100 years ago Private and nongovernmental Peer review self regulation Mission-centered; Individual institution based Minimum standards, improvement or accountability 6 regions; 7 commissions (140 – 1080 institutions)

  13. Federal Linkage DGREE 1952 link to federal financial aid Formal recognition process (5 years) Currently 10 standards, 75 pages of regulations Concern over $80 billion in financial aid More regulations coming

  14. Key Regulatory Issues DGREE Transfer of credit Student academic achievement Institutional growth, periodic monitoring Substantive change (all of campus sites and changes in modality of learning) Correspondence vs. distance education Definition of a credit hour Occupational codes and placement requirements

  15. Time to Accreditation DGREE New Institution (Regional): 4-7 years -- Eligibility, Candidacy, Initial Accreditation New Institution – (National): 1-2 years Acquisition (ownership/control): 6-12 months -- Agency approval -- USDE approval (PPA) Affiliation: 6 months

  16. WASC: Incubator and Capacity Builder DGREE 160 institutions; > 800,000 fte students 1996-2001 Experimentation and dialogue Transformed focus from inputs to outcomes Innovative multi-stage learning centered model Goal is to change the fundamental conversation about accreditation – from compliance to collaborative inquiry Redefined our role as capacity building

  17. Key Challenges DGREE What should be the standards of quality for 2012-2020? Should there be common outcomes for the bachelor’s degree? What is good enough? How do we encourage innovation and then review it?

  18. DGREE Can we move beyond accrediting institutions to new platforms, competencies and new models? Can WASC itself become a model what we want our institutions to become? Open, transparent, innovative, etc.

  19. Can We Move To the Next Level? “The problems we have cannot be solved at the same level of thinking at which we created them.” Albert Einstein WASC needs your best ideas to redefine and transform accreditation to meet the changes that you will crate as a result of this conference. DGREE

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