Institutions of higher education have faced growing external demands from state and federal government, accrediting bodies, the public. For the past two decades, the focus on student learning and accountability has grown tremendously. Now, it is difficult to read the news without seeing a headline related to states holding institutions accountable for graduation and retention rates, national initiatives related to graduating more students, or an article looking at funding and affordability issues for students and institutions of higher education. Not only have institutions increased their focus on measuring student learning, now accrediting agencies are also doing so. The focus on accountability and student learning assessment in accrediting agencies made for some interesting conversation with the recent Higher Education Opportunity Act, where the Act eventually incorporated a statement saying that the United States Department of Education would not step in to devise standards for accreditors to use when measuring the impact of student success assessment on the institutional level.
Difference in Accountability and Assessment
When discussing accountability and autonomy in the context of student learning, it is important to first delineate between terms, as accountability and assessment are two terms that are often used interchangeably in the higher education setting. However, these words have historically different meanings. According to Bresciani, Moore Gardner, and Hickmott (2009), accountability in terms of accreditation was traditionally rooted in a “compliance checklist” approach. In the early 21st century, accreditation changed from a checklist approach to one where accountability was demonstrated in terms of assess...
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...ysis of higher education act reauthorization. Retrieved from www.acenet.edu/e-newsletters/p2p/ACE_HEA_analysis_818.pdf
Bresciani, M. J., Moore Gardner, M., & Hickmott, J. (2009). Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs. Sterling, VA: Stylus.
Schmidtlein, F. A., & Berdahl, R. O. (2005) “Autonomy and accountability: Who controls academe.” In Philip G. Altbach, Robert O. Berdahl, and Patricia J. Gumport (Eds.) American higher education in the twenty-first century: Social, political, and economic challenges (2ndEd.), (pp. 71-114). Baltimore, MD: The Johns Hopkins University Press.
United States Department of Education (DOE). (2006). A test of leadership: Charting the future of higher education. Retrieved from
http://www.ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf
political aspects affecting professionalism. Marketisation in the context of education is examined, and it is argued that that marketisation, by its very nature, excludes vulnerable ethnic minority groups; and that this exclusion from education has an impact on an educator’s pedagogy and practise. Marketisation has changed the landscape of teaching and pedagogical practice and arguably the introduction of the
increased reliance on technology introduces risks related to data security breaches and system failures, emphasising the importance of cybersecurity measures and staff awareness training. By identifying potential risks, assessing their likelihood and impact, and developing tailored mitigation strategies, organisations can effectively navigate uncertainties, safeguard operations, and fulfil their mission of improving the well-being of individuals and communities (Acs, 1985). Legal and Regulatory Considerations
commodified It has lost spontaneity or the ability to inspire originality in people. Similarly, there is said to be a knowledge industry. Universities are seen as oppressive institutions more concerned with increasing their influence than in providing students with knowledge. Likewise, in the field of organization development, humanistic and scientific are two different and opposite elements that have always been in constant conflict and tension. And so often the measure of these conflicts are the effectiveness