3,506
Views
0
CrossRef citations to date
0
Altmetric
Review Articles

United States accreditation in higher education: does it dilute academic freedom?

ORCID Icon &

References

  • Aarrevaara, T., 2010, ‘Academic freedom in a changing academic world’, European Review, 18(S1), pp. 55–69.
  • Abbott, M., Nininger, J.M. & Shaw, P., 2018, ‘Quality control versus academic freedom: walk the line’, eLearn, 2018(7), article 2.
  • Academic Freedom Safeguarded, n.d., Teacher Educators' Professional Autonomy and Academic Freedom Must Be Safe-guarded. Available at: https://www.psc-cuny.org/sites/default/files/Teacher%20Educators'%20Professional%20Autonomy%20and%20Academic%20Freedom%20Must%20Be%20Safe-guarded.pdf (accessed 8 September 2022).
  • American Association of Colleges and Universities (AACU), 2006, Academic Freedom and Educational Responsibility: A statement from the board of Directors of the Association of American Colleges and Universities (Washington, DC, AACU).
  • American Association of University Professors (AAUP), 2006, 1940 Statement of Principles on Academic Freedom and Tenure with 1970 Interpretive Comments. Available at: https://www.aaup.org/file/1940%20Statement.pdf (accessed 1 September 2022).
  • American Association of University Professors & The Council for Higher Education Accreditation (AAUP/CHEA), 2012, Accreditation and Academic Freedom: An American Association of University Professors – Council for Higher Education Accreditation advisory statement. Available at: https://www.chea.org/sites/default/files/other-content/AAUP-CHEA%20-%20FINAL.pdf (accessed 1 September 2022).
  • American Council on Education (ACE), 2012, Assuring Academic Quality in the 21st Century: Self-regulation in a new era. A Report of the ACE National Task Force on Institutional Accreditation (Washington, DC, ACE).
  • Ashcroft, K. & Rayner, P., 2012, ‘The purposes and practices of quality assurance in Ethiopian higher education: journey, adaptation and integration’, International Journal of Business Anthropology, 3(2), np.
  • Aydarova, E. & Berliner, D.C., 2018, ‘Navigating the contested terrain of teacher education policy and practice: introduction to the special issue’, Education Policy Analysis Archives, 26(25), np.
  • Baez, B., 2003, ‘Outsiders within?’, Academe, 89(4), pp. 41–45.
  • Baez, B., 2009, ‘Faculty forum: accreditation fatigue’, Academe, 95(3), p. 55.
  • Bell, D.A., 1993, ‘Diversity and academic freedom’, Journal of Legal Education, 43, pp. 371–79.
  • Benedict, L., 2015, ‘Academic freedom at the crossroads in the United States’, International Higher Education, 57, pp. 5–6.
  • Bullough, R.V., 2014, ‘Recalling 40 years of teacher education in the USA: a personal essay’, Journal of Education for Teaching: International Research and Pedagogy, 40(5), pp. 474–91.
  • Byrne, J.P., 2009, ‘Book reviews. Neo-orthodoxy in academic freedom, For the Common Good by Matthew Finkin & Robert Post and Save the World on Your Own Time by Stanley Fish’, Texas Law Review, 88, pp. 143–70.
  • Cain, T.R., 2014, Assessment and Academic Freedom: In concert, not conflict, Occasional Paper No. 22 (Urbana, IL, University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment).
  • Carnicom, S. & Snyder, C.A., 2010, ‘Learning outcomes assessment in honors: an appropriate practice? Journal of the National Collegiate Honors Council, 11(1), pp. 69–82.
  • Champagne, J., 2011, ‘Teaching in the corporate university: assessment as a labor issue’, Journal of Academic Freedom, 2, pp. 1–26.
  • Colleges and Degrees, 2022, Understanding Accreditation (Kirkland, WA, SR Education Group).
  • Dea, S., 2019, ‘Three ways professors can support academic freedom as we head back to school’, University Affairs, 3 September 2019.
  • de Wit, H. & Hanson, K., 2016, ‘Academic freedom under threat everywhere’, Inside Higher Ed, 7 November 2016.
  • Duncan, S.H., 2020, ‘The new accreditation standards are coming to a law school near you—what you need to know about learning outcomes & assessment’, Journal of Legal Writing, 16(605), pp. 609–10.
  • Eaton, J.S., 2006, The Value of Accreditation: Four pivotal roles (Washington, DC, Council for Higher Education Accreditation).
  • Eaton, J.S., 2010, ‘Accreditation and the federal future of higher education’, Academe, 96(5), pp. 35–37.
  • Elman, S.E., 1994, ‘Academic freedom and regional accreditation: guarantors of quality in the academy’, New Directions for Higher Education, 88, pp. 89–100.
  • Elmore, J., 2010, ‘Institutionalized attacks on academic freedom: the impact of mandates by state departments of education and national accreditation agencies on academic freedom’, AAUP Journal of Academic Freedom, 1(2010), np.
  • Ewell, P.T., 1994, ‘A matter of integrity: accountability and the future of self regulation’, Change, 26(6): pp. 25–29.
  • Felman, D. & Merron M.W., 2019, ‘Academic freedom’, International Encyclopedia of the Social Sciences, Encyclopedia.com, last updated 11 June 2018. Available at: https://www.encyclopedia.com/social-sciences-and-law/education/education-terms-and-concepts/academic-freedom (accessed 1 September 2022)
  • Finkelstein, M.J., Conley, V.M. & Schuster, J.H., 2016, The Faculty Factor: Reassessing the American academy in a turbulent era (Baltimore, MD, Johns Hopkins University Press).
  • Finkin, M.W. & Post, R.C., 2009, For the Common Good: Principles of American academic freedom (New Haven, CT, Yale University Press).
  • Fisher, P.D., Fairweather, J.S. & Amey, M.J., 2003, ‘Systemic reform in undergraduate engineering education: the role of collective responsibility’, International Journal Engineering Education, 6(19), pp. 768–76.
  • Gaff, J.G., 2010, ‘Academic freedom and accreditation’, paper presented at the 2010 Annual Conference, Council for Higher Education Accreditation, 27 January. Available at: https://www.chea.org/academic-freedom-and-accreditation (accessed 1 September 2022).
  • Graves, L.B., 2021, Faculty Perceptions of Accreditation in the Field of Educator Preparation, PhD thesis (Lexington, KY, University of Kentucky).
  • Hail, C., Hurst, B., Change, C.W. & Cooper, W., 2019, ‘Accreditation in education: one institution’s examination of faculty perceptions,’ Critical Questions in Education, 10(1), pp. 17–28.
  • Harvey, L., 2004, ‘The power of accreditation: views of academics’, Journal of Higher Education Policy and Management, 26(2), pp. 207–23.
  • Hegji, A., 2020, An Overview of Accreditation of Higher Education in the United States (Washington DC, Congressional Research Service).
  • Hersh, R.H. & Keeling, R.P., 2013, Changing Institutional Culture to Promote Assessment of Higher Learning, Occasional Paper No. 17 (Urbana, IL, University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment).
  • Holt, B.J., 2020, ‘Identifying and preventing threats to academic freedom’, International Journal for Infonomics, 13(2), pp. 2005–12.
  • Holt, B.J., 2021, ‘Appealing to false authority: how the accreditation process encroaches on academic freedom’, International Journal for Cross-disciplinary Subjects in Education, 12(3), pp. 4521–28.
  • Johnson, D., Johnson, B., Farenga, S. & Ness, D., 2005, Trivializing Teacher Education: The accreditation squeeze (Lanham, MD, Roman and Littlefield).
  • Kraft, E.S., Vile, J.R. & Hudson, D.L., 2017, ‘Academic freedom’, The First Amendment Encyclopedia. Available at: https://www.mtsu.edu/first-amendment/article/17/academic-freedom (accessed 9 September 2022)
  • Ledoux, M.W., Marshall, T. & McHenry, N., 2010, ‘The erosion of academic freedom’, Educational Horizons, 88(4), pp. 249–56.
  • Lewis, S.F., 2016, Perceptions of University Faculty Regarding Accreditation in a College of Education, unpublished doctoral dissertation (Tampa, FL, University of South Florida).
  • Lynch, M.A., 2012, ‘An evaluation of ten concerns about using outcomes in legal education’, William Mitchell Law Review, 38(3), pp. 976–1016.
  • Maher, F.A. & Tetreault, M.K.T., 2009, ‘Long-term transformations: excavating privilege and diversity in the academy’, Gender and Education, 23(3), pp. 281–97.
  • Morest, V.S., 2009, ‘Accountability, accreditation, and continuous improvement: building a culture of evidence’, New Directions for Institutional Research, 2009(143), pp. 17–27.
  • Nelson, C., 2009, ‘From the president: whose academic freedom?’ Academe, 95(4), np.
  • Pavlakis, A. & Kelley, C., 2016, ‘Accreditation in the professions: implications for educational leadership preparation programmes’, Journal of Research on Leadership Education, 11(1), pp. 68–90.
  • Pendleton, W.W. 1994, ‘The freedom to teach’, New Directions in Higher Education, 88, pp. 11–19.
  • Pullin, D., 2004, ‘Accountability, autonomy, and academic freedom in educator preparation programmes’, Journal of Teacher Education, 55, pp. 300–12.
  • Romanowski, M.H., 2020, ‘CAEP accreditation: educational neocolonialism and non-US teacher education programs’, Higher Education Policy, 35, pp. 199–217.
  • Romanowski, M.H., 2021, ‘Internationalization and CAEP accreditation: replicating US teacher education programs abroad’, Teaching Education, published online 5 July 2021.
  • Romanowski, M.H. & Alkhatib, H., 2020, ‘The Mcdonaldization of CAEP accreditation and teacher education programs abroad’, Teaching and Teacher Education, 90(2020), pp. 1–9.
  • Romanowski, M.H. & Alkhatib, H., 2022, ‘Problematizing accreditation for teacher education’, Higher Education Policy, published online 7 March 2022.
  • Romanowski, M.H. & Nasser, R., 2010, ‘Faculty perceptions of academic freedom at a GCC university’, Prospects, 40, pp. 481–98.
  • Smith, D.S. &. Katz, M.A., 2008, ‘Academic freedom in the age of assessment and accountability’, Midwest Law Journal, 1(19), pp. 1–11.
  • Snyder, C.A. & Carnicom, S., 2011, ‘Assessment, accountability, and honors education’, Journal of the National Collegiate Honors Council, 11(1), pp. 111–17.
  • Stein, M., Scribner, C. & Brown, D., 2013, ‘Market forces and the college classroom: losing sovereignty’, AAUP Journal of Academic Freedom, 4, np.
  • Tuinamuana, K., 2011, ‘Teacher professional standards, accountability, and ideology: alternative discourses’, Australian Journal of Teacher Education, 36(12), pp. 72–82.
  • VanZandt, V.L., 2018, ‘The assessment mandates in the ABA accreditation standards and their impact on individual academic freedom rights’, University of Detroit Mercy Law Review, 95, pp. 253–82.
  • Weidner, D., 2001, ‘Thoughts on academic freedom: Urofsky and beyond’, University of Toledo Law Review, 33(13), pp. 257–68.
  • Woods, T.M., Acosta, W.R., Chung, E.P., Cox, A.G., Garcia, G.A., Klucken, J.R. & Chisholm-Burns, M., 2016, ‘Academic freedom should be redefined: point and counterpoint’. American Journal of Pharmaceutical Education, 80(9), p. 146.
  • Woolvard, B., 2004, Assessment Clear and Simple: A practical guide for institutions, departments, and general education (San Francisco, CA, Jossey-Bass).