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I. BACKGROUND
II. CHEA
RECOGNITION PURPOSES AND REQUIREMENTS
To Advance
Academic Quality
To Demonstrate
Accountability
To Encourage
Purposeful Change and Needed Improvement
III.
ELIGIBILITY AND RECOGNITION STANDARDS
Eligibility
Recognition
Standards
Standard A:
Advances Academic Quality
Standard B:
Demonstrates Accountability
Standard C:
Encourages Purposeful Change and Needed Improvement
Standard D:
Employs Appropriate and Fair Procedures in Decision-Making
Standard E:
Continually Reassesses Accreditation Practices
IV. COMMITTEE
ON RECOGNITION
Membership
Conduct of
Meetings
Committee Relationship
to Board of Directors
V. RECOGNITION
PROCESS
Frequency of
Recognition Review
Steps in Recognition
Review
CEO Letter
of Intent to CHEA
Type of Recognition
Review
Consideration
of Eligibility
Costs
Public Announcement
Self-Study
Site Visit
Third Party
Comment
Public Presentation
to Committee
Committee Action
Written Notice
by the Committee
Accrediting
Organization Response
Review by Board
of Directors
Presumption
of Regularity
Actions Favorable
to the Accrediting Organization
Actions Adverse
to the Accrediting Organization
Written Notice
by the Board of Directors
Public Notice
Withdrawal
of Recognition
Suggestions
For Preparation of Evidence
VI. ADDITIONAL
PROVISIONS
Conflicts of
Interest
Personal Gain
Communications
and Confidentiality
Amendment
Appendix
A: Accreditation Defined
Appendix
B: Institutional Eligibility and Recognition Policy
Appendix
C: Suggestions for Preparation of Evidence
Task
Force on Recognition
ACTIONS
BY THE CHEA BOARD OF DIRECTORS
SEPTEMBER 28, 1998
APPROVAL
OF THE RECOGNITION POLICY
RESOLUTION
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I. BACKGROUND
1.
The Council for Higher Education Accreditation (CHEA) was formed in
1996 following an extensive and searching debate about the appropriate
role for a national organization concerned with accreditation of higher
education institutions. ("Institution" as used in this document
refers to higher education universities, colleges, schools, and programs.)
Presidents of American universities and colleges established CHEA to
strengthen higher education through strengthened accreditation of higher
education institutions. As its mission statement provides, "The
Council for Higher Education Accreditation will serve students and their
families, colleges and universities, sponsoring bodies, governments,
and employers by promoting academic quality through formal recognition
of higher education accreditation bodies and will coordinate and work
to advance self-regulation through accreditation."
2.
CHEA carries forward a long tradition that recognition of accrediting
organizations should be a key strategy to ensure quality, accountability,
and improvement in higher education. Recognition by CHEA affirms that
standards and processes of accrediting organizations are consistent
with quality, improvement, and accountability expectations that CHEA
has established. CHEA will recognize regional, specialized, national,
and professional accrediting organizations. Pending development of a
CHEA recognition policy and procedures and CHEA review of an accrediting
organization’s application for recognition, CHEA honors recognition
provided by the Council on Postsecondary Accreditation (COPA) and Commission
on Recognition of Postsecondary Accreditation (CORPA), predecessor organizations.
3.
Accreditation, as distinct from recognition of accrediting organizations,
focuses on higher education institutions. Accreditation aims to assure
academic quality and accountability, and to encourage improvement. Accreditation
is a voluntary, non-governmental peer review process by the higher education
community. It extends the tradition of collegial governance within the
decentralized and diverse higher education enterprise. The work of accrediting
organizations involves hundreds of self-evaluations and site visits
each year, attracts thousands of higher education volunteer professionals,
and calls for substantial investment of institutional, accrediting organization,
and volunteer time and effort. Appendix A more
extensively defines accreditation.
4.
Recognition by CHEA shall be understood to convey only that the organization
meets CHEA’s recognition standards. Such recognition is not in
any way intended to infringe on the right of any academic institution
to determine for itself whether it should affiliate with any accrediting
organization.
Recognition
and accreditation occur in the context of other reviews. The federal
government, through the United States Department of Education, also
recognizes accrediting organizations. Federal, as distinct from CHEA,
recognition aims to assure that the standards of accrediting organizations
meet expectations for institutional and program participation in federal
initiatives, such as student aid. State licensure reviews, too, serve
important public purposes, including consumer protection in the higher
education field.
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CHEA
RECOGNITION PURPOSES AND REQUIREMENTS
5.
CHEA recognition of accrediting organizations has three basic purposes:
- TO
ADVANCE ACADEMIC QUALITY. To confirm that accrediting organizations
have standards that advance academic quality in higher education;
that those standards emphasize student achievement and high expectations
of teaching and learning, research, and service; and that those
standards are developed within the framework of institutional mission.
- TO
DEMONSTRATE ACCOUNTABILITY. To confirm that accrediting organizations
have standards that ensure accountability through consistent, clear,
and coherent communication to the public and the higher education
community about the results of educational efforts. Accountability
also includes a commitment by the accrediting organization to involve
the public in accreditation decision-making.
- TO
ENCOURAGE PURPOSEFUL CHANGE AND NEEDED IMPROVEMENT. To confirm
that accrediting organizations have standards that encourage institutions
to plan, where needed, for purposeful change and improvement; to
develop and sustain activities that anticipate and address needed
change; to stress student achievement; and to ensure long-range
institutional viability.
6. CHEA acknowledges, respects, and is committed to the enhancement
of the mission of accrediting organizations. CHEA has responsibility
to advance, through the recognition process, the quality and public
understanding of accreditation and of recognized accrediting organizations.
7.
CHEA’s primary responsibility is quality assurance. Accrediting
organizations that seek CHEA recognition must demonstrate the quality
of their activities and the pertinence and value of their activities
to higher education and the public interest.
8.
Applicants for recognition shall supply information to enable CHEA
to determine whether recognition is warranted and what the scope of
recognition shall be, including:
- a
clear statement of proposed scope of accreditation activity;
- a
clear statement of the accrediting organization’s purposes
and why those purposes are in the public interest; and
- a
description of the accrediting organization and its activities;
the quality, pertinence and value of those activities; and the ways
in which those activities serve higher education and the public
interest.
-
ELIGIBILITY
AND RECOGNITION STANDARDS
9.
Accrediting organizations that seek recognition by CHEA must demonstrate
that they meet CHEA eligibility requirements and recognition standards.
10.
ELIGIBILITY. To be eligible for CHEA recognition, the accreditation
organization must:
- demonstrate
that the organization’s mission and scope are consistent with
the CHEA Institutional Eligibility and Recognition
Policy (Appendix B), including that a majority of the institutions
and programs accredited by the organization grant higher education
degrees. The Policy provides, in part, that the recognition
process will place increasing emphasis on the effectiveness of accrediting
organizations in assuring academic quality of institutions;
- be
non-governmental;
- accredit
institutions that have legal authority to confer higher education
degrees;
- have
written procedures that describe, officially and publicly,
- the
organization’s decision-making processes, policies, and
procedures, that lead to accreditation actions, and
- the
scope of accreditation that may be granted, evaluative criteria
(standards or characteristics) used, and levels of accreditation
status conferred;
- have
procedures that include a self-evaluation by the institution and
on-site review by a visiting team, or have alternative processes
that CHEA considers to be valid;
- demonstrate
independence from any parent entity or sponsoring entity for making
judgments related to accreditation status; and
- have
a specified and fair appeals process that authorizes continuation
of current accreditation status of the institution until an appeal
decision is rendered.
11. RECOGNITION STANDARDS. When seeking recognition,
the accrediting organization must address five CHEA standards that
correspond to CHEA purposes:
- Advances
academic quality;
- Demonstrates
accountability;
- Encourages
purposeful change and needed improvement;
- Employs
appropriate and fair procedures in decision-making; and
- Continually
reassesses accreditation practices.
11A. ADVANCES ACADEMIC QUALITY. Advancing
academic quality is at the core of voluntary accreditation. "Academic
quality" refers to results associated with teaching, learning,
research, and service, within the framework of institutional mission.
To be recognized, the accrediting organization must provide evidence
that it has:
- a
clear definition of academic quality in the context of its mission;
- clear
expectations that the institutions have processes to determine whether
quality standards are being met;
- processes
that encourage institutions to relate quality indicators to planning,
assessment, and improvement strategies; and
- expectations
of institutional academic quality that are consistent with institutional
mission.
11B. DEMONSTRATES ACCOUNTABILITY. The accrediting
organization must demonstrate public accountability in two ways. It
must have standards that call for institutions to provide consistent,
reliable information about academic quality and student achievement
and thus to foster continuing public confidence and investment. Second,
the accrediting organization itself must maintain and encourage public
involvement in its decision-making related to quality and accountability.
Representatives of the public may include students, parents, persons
from businesses and the professions, elected and appointed officials,
and others. To be recognized, the accrediting organization must provide
evidence that it has:
- expectations
that institutions routinely provide reliable data and information
to the public on their performance;
- policies
and procedures that include representatives of the public in decision-making
and policy setting;
- implemented
procedures that inform the public of accreditation decisions; and
- appropriate
processes to respond to legitimate public concerns and complaints.
11C. ENCOURAGES PURPOSEFUL CHANGE AND NEEDED
IMPROVEMENT. The accrediting organization must encourage, within
its institutions, planning for purposeful change, and scrutiny for
needed improvement through ongoing self-examination. Such planning
and self-scrutiny shall entail thoughtful assessment of quality (especially
student achievement) in the context of the institution’s mission.
Encouragement of such planning and self-scrutiny should not be confused
with a demand for additional resources. Such planning and self-scrutiny
are means to enhance the usefulness of accreditation, notably for
institutions with a long history of successful accreditation that
wish to use the review to help address specific institutional changes
and improvement goals they have identified. To be recognized, the
accrediting organization must provide evidence that it has:
- policies
and procedures that stress self-examination and self-analysis by
institutions;
- policies
and procedures that stress planning and implementing strategies
for change, and that call for scrutiny for needed improvement in
the context of institutional mission and resources;
- expectations
that encourage responsible institutional innovation and experimentation;
and
- 4.
policies and procedures that clearly distinguish between actions
required for accreditation and actions that are considerations for
improvement.
11D. EMPLOYS APPROPRIATE AND FAIR PROCEDURES
IN DECISION-MAKING. The accrediting organization must maintain
appropriate and fair policies and procedures that include effective
checks and balances. The accreditation process shall include ongoing
participation by higher education professionals and the public in
decision-making about accreditation policies and procedures. To be
recognized, the accrediting organization must provide evidence that
it has:
- policies
and procedures for its decision-making that are not subject to interference
from professional organizations and special interest groups;
- policies
and procedures that require participation by higher education professionals
and the public; and
- policies
and procedures that foster reasonable consistency in accreditation
reviews of varying institutions.
11E. CONTINUALLY REASSESSES ACCREDITATION PRACTICES.
Even as higher education institutions undertake self-assessment to
maintain and improve quality, accrediting organizations need self-scrutiny
of their accrediting activities, including review to determine if
resources are adequate to accomplish the accreditor’s mission.
Such review should also include examination of the accreditor’s
impact on institutions and responsiveness to the broader accreditation
community, including its willingness to conduct cooperative institutional
reviews with accreditation colleagues. To be recognized, the accrediting
organization must provide evidence that it has:
- sufficient
staff and financial resources to implement and sustain effective
accrediting procedures;
- ongoing
critical self-review that encourages responsiveness, flexibility,
and accountability when the accrediting organization works with
institutions and the public;
- working
relationships, where appropriate, with other accrediting organizations
to encourage cooperative reviews;
- ongoing
review of its value to institutions and the higher education community;
and
- assessed,
within its resources, the impact of its criteria and procedures
on institutions.
- COMMITTEE
ON RECOGNITION
12.
MEMBERSHIP. The CHEA Committee on Recognition ("Committee")
is appointed by the CHEA Board of Directors ("Board of Directors")
upon recommendation by the President of CHEA in consultation with
CHEA-recognized accrediting organizations. The Committee is responsible
for considering the eligibility and recognition status of new and
continuing accrediting organizations. The Committee is accountable
to the Board of Directors and forwards its recommendations for eligibility
and recognition to the Board. The Committee will consist of nine (9)
members, each serving a three (3)-year term. Initial Committee members
will serve staggered terms. The Committee will include public members,
members from regional, specialized, national, and professional accrediting
organizations, and members from colleges and universities. CHEA will
seek participation that reflects the diversity of the accrediting
community and higher education institutions.
13.
CONDUCT OF MEETINGS. The Committee, in consultation with the
President of CHEA, will establish the time, place, and procedures
for its meetings. The Committee will consider all materials it deems
pertinent that are generated by the recognition review. The Committee
may consult external readers, deemed qualified by the Committee, who
analyze and advise with regard to the accrediting organization’s
self study and documentation. The Committee will review an accrediting
organization at regularly scheduled meetings.
14.
COMMITTEE RELATIONSHIP TO BOARD OF DIRECTORS. The Committee
advises the Board of Directors concerning eligibility and recognition
of accrediting organizations. With due regard for the Committee’s
advice, the Board of Directors reviews the Committee’s reports
and recommendations and makes final determinations as to eligibility
and recognition of accrediting organizations. Members of the Board
of Directors are not eligible for service on the
Committee.
- RECOGNITION
PROCESS
15.
FREQUENCY OF RECOGNITION REVIEW. At a minimum, the accrediting
organization will undergo a recognition review every ten years with
an interim five year report. However, CHEA may elect to review a recognized
accrediting organization out of sequence where:
- The
accrediting organization proposes to change the scope of its activities;
or
- There
has been a pattern of documented concerns from institutions following
accreditation reviews by the accrediting organization over time,
and received by CHEA, and the institutions have pursued the accrediting
organization's procedures for addressing complaints.
16. STEPS IN RECOGNITION REVIEW. The sequence
of recognition review will normally be as follows:
- Accrediting
organization files letter of intent and application fee to apply
for CHEA recognition.
- CHEA
sends accrediting organization recognition review materials.
- Accrediting
organization returns eligibility portion of application to CHEA.
- Committee
makes recommendation on eligibility for Board of Directors consideration.
- Board
of Directors considers Committee recommendation and, if necessary,
provides accrediting organization with opportunity to appear before
the Board.
- Accrediting
organization completes self-study portion of application and forwards
to CHEA office. If requested by the accrediting organization, CHEA
staff will provide consultation.
- CHEA
staff sends self-study to reader, if applicable, and Committee.
- Site
visitor, if applicable, sent to accrediting organization. Third-party
comments due in CHEA office and forwarded to accrediting organization
for comment. Reader’s report and site visit reports, if any,
are due in CHEA office and forwarded to accrediting organization
for comment. Accrediting organization informed of areas of concern,
if any.
- Accrediting
organization’s response, any reader and site visit reports,
and third-party comments due in CHEA office. Any reader’s and
site visit reports, third-party comments, and accrediting organization
responses forwarded to the Committee.
- Public
presentation to Committee by accrediting organization and Committee
recommendation to Board of Directors.
- Accrediting
organization response, if any, due to Committee.
- Board
of Directors considers Committee recommendation and, if necessary,
provides accrediting organization opportunity to appear before the
Board.
In
developing the schedule, CHEA staff will make reasonable accommodations
for the accrediting organization’s internal review procedures
pertinent to the recognition process.
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17.
CEO LETTER OF INTENT TO CHEA. The chief executive officer of the
accrediting organization shall send a letter with an application fee
to CHEA. CHEA staff will acknowledge the letter of intent and supply
information about the recognition process, a schedule, and a copy
of the CHEA Recognition Policy and Procedures. The Committee
will be informed of the letter of intent.
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18.
TYPE OF RECOGNITION REVIEW. CHEA will confirm the type of recognition
sought by the accrediting organization: initial recognition, continuing
recognition, or change of scope.
19.
CONSIDERATION OF ELIGIBILITY. An accrediting organization seeking
recognition by CHEA must demonstrate to the Committee that it meets
CHEA’s eligibility requirements. The Committee will review an
accrediting organization’s documentation and consider whether
such documentation satisfies eligibility requirements.
20.
The Committee shall make its recommendation to the Board of Directors
as to the eligibility of an accrediting organization and shall notify
the accrediting organization within thirty (30) days after the recommendation.
If the Committee recommends that an accrediting organization should
not be considered eligible for CHEA recognition, the notice shall
include a statement of the reasons for that recommendation and shall
identify the specific eligibility criteria that the accrediting organization
did not meet.
21.
If the Committee recommends that an accrediting organization should
be considered eligible for CHEA recognition and the Board of Directors
determines that the organization is eligible, the recognition process
will proceed.
22.
If the Committee recommends that an accrediting organization should
not be considered eligible for CHEA recognition, the accrediting organization
may request that the Board of Directors review the recommendation
of ineligibility. The accrediting organization must submit a request
for review in writing to the President of CHEA within 30 days after
receipt of notice of the Committee’s recommendation. The request
for review must address any alleged procedural errors in the recognition
process and any alleged errors of fact or interpretation in the Committee’s
recommendation and include any additional information that addresses
the concerns raised by the Committee. The Committee will cease the
recognition process unless, after review by the Board of Directors,
the accrediting organization is determined to be eligible for CHEA
recognition. The Board of Directors will review the Committee’s
recommendation under the procedures described below under Paragraphs
33-37.
23.
Before the Committee and the Board of Directors act on the accrediting
organization’s application for CHEA recognition, they will confirm
the accrediting organization’s continuing eligibility for CHEA
recognition.
24.
COSTS. Applicant organizations will bear all fees and costs of
the recognition review. These include application fee, CHEA annual
participation fee, site visit costs, reader expenses, duplication,
mailing, and all related costs.
25.
PUBLIC ANNOUNCEMENT. Upon confirmation of eligibility and payment
of the application fee, CHEA will make public through CHEA publications
that the accrediting organization has requested a recognition review.
The notice will be sent to the accrediting organization for publication
in its newsletters.
26.
SELF-STUDY. A self-study by the accrediting organization is required
for recognition. The self-study should include evidence that the applicant
meets the five standards set forth in Paragraph 11 through Paragraph
11E of the CHEA Recognition Policy and Procedures. CHEA staff
will assist the accrediting organization to ensure that materials
are presented in an appropriate format, that complete documentation
is included, and that proposed innovative methods for conducting reviews
are thoughtfully considered. Reader(s) of the self-study, where applicable,
identified by CHEA staff and satisfactory to the Committee, will be
chosen by CHEA in consultation with the accrediting organization.
The accrediting organization shall have the opportunity to review
any reader’s report and attach comments. The full report of any
reader with comments will be distributed to the Committee for consideration.
27.
SITE VISIT. The Committee may require at any time in the recognition
review that there be a site visit with the accrediting organization
if:
- the
accrediting organization is seeking initial recognition;
- the
Committee believes that the material provided by the accrediting
organization is insufficient for a fair judgment by the Committee;
or
- the
Committee believes that third-party comments received by the Committee
are sufficient to raise questions that may be addressed usefully
through a site visit pertinent to those questions.
The site visitor(s), identified by CHEA staff and satisfactory to
the Committee, will be chosen by CHEA in consultation with the accrediting
organization. The accrediting organization shall have the opportunity
to review any site visitor report and attach comments. The full review
of any site visitor with comments will be distributed to the Committee.
28.
THIRD PARTY COMMENT. All third parties who intend to comment at
an accrediting organization’s recognition review must submit
in writing to CHEA a description of the organization(s) they represent
and an outline of the proposed comments. All comments must address
the accrediting organization’s efforts to meet the CHEA recognition
standards. CHEA staff will review third-party submissions for completeness
and applicability to recognition standards. Outlines of oral and written
comments will be included in materials provided to accrediting organizations,
the Committee, and readers. The accrediting organization shall have
the opportunity to review third-party comments and attach its response.
Third-party comments, with the accrediting organization’s response,
will be distributed to the Committee for consideration. Individuals
and organizations that request the opportunity to comment will be
notified of the scheduled appearance of the accrediting organization
and, where in the judgment of the Committee doing so may be useful,
assigned a time at which to appear. CHEA staff will notify all concerned
parties of the location, date, and time of the public presentation.
29.
PUBLIC PRESENTATION TO COMMITTEE. The Committee shall hold a public
meeting at which the accrediting organization, the reader(s), the
site visitor(s), and, where applicable, third parties may make oral
presentations concerning the qualification of the accrediting organization
for CHEA recognition. Committee members may ask questions of the accrediting
organization, reader(s), site visitor(s), and third parties, who will
have an opportunity to respond. The Committee shall make a transcript
of the public meeting. CHEA staff will assist the accrediting organization
in the format and presentation of its self-study, supporting documentation,
including information on change of scope when applicable, and other
pertinent information. The accrediting organization should ordinarily
be represented by its executive director and elected chair.
30.
COMMITTEE ACTION. Following the public presentation by the accrediting
organization, the Committee will meet in executive session to confirm
the continuing eligibility of the accrediting organization, consider
the qualifications of the accrediting organization for CHEA recognition
based on the record before the Committee, and take one of the following
actions concerning the accrediting organization:
- recommend
initial recognition, continued recognition, or acceptance of change
of scope of the accrediting organization;
- recommend
initial recognition, continued recognition, or acceptance of change
of scope of an accrediting organization with a requirement of one
or more written reports to the Committee indicating progress toward
meeting the CHEA standards or other requirements related to change
of scope;
- recommend
deferral of action until:
- receipt
of additional information from the accrediting organization.
The information required will be clearly specified by the Committee
and related to the five CHEA recognition standards;
- receipt
of evidence of improvement in meeting CHEA standards as specified
by the Committee; and/or
- receipt
of documentation to justify more adequately the proposed change
of scope.
The
deferral will be accompanied by deadlines for receipt of information
and a response by the Committee; or
- recommend
denial of initial recognition, continuing recognition or change
of scope, including reasons for the denial.
31. WRITTEN NOTICE BY THE COMMITTEE. The Committee
will notify the accrediting organization of the Committee’s recommendation
and provide the complete text of its recommendation, including a statement
of the reasons for its recommendation. If an accrediting organization
did not meet one or more of the recognition standards, the statement
of reasons shall identify the recognition standards that the accrediting
organization did not meet and the reasons for that determination.
Notification to the accrediting organization will be within thirty
(30) days following the Committee meeting.
32.
ACCREDITING ORGANIZATION RESPONSE. The accrediting organization,
within thirty (30) days from receipt of the report, shall forward
its written response to the CHEA office. The response may:
- address
any asserted procedural errors in the recognition process;
- address
asserted factual errors or errors of interpretation in the report;
and
- include
additional information that addresses concerns raised by the Committee.
33. REVIEW BY BOARD OF DIRECTORS. The Board
of Directors shall act on a recommendation of the Committee as to
eligibility or recognition by:
- accepting
the recommendation;
- rejecting
the recommendation;
- returning
the matter to the Committee for further consideration; or
- taking
such other action as the Board of Directors deems appropriate.
34. PRESUMPTION OF REGULARITY. In considering
the eligibility or recognition of an accrediting organization, the
Board of Directors shall consider the recommendation of the Committee,
the response of the accrediting organization, and the record before
the Committee. The Board of Directors will presume that the factual
findings of the Committee are accurate unless the accrediting organization
demonstrates that a factual finding material to the Committee’s
recommendation is clearly erroneous based on the record before the
Committee. If the accrediting organization wishes to provide additional
information concerning any factual determinations of the Committee,
the Board of Directors may return the matter to the Committee for
further consideration.
35.
ACTIONS FAVORABLE TO THE ACCREDITING ORGANIZATION. The Board of
Directors may accept a recommendation of the Committee that an accrediting
organization be deemed eligible or recognized without any further
submission or appearance by the accrediting organization other than
such submission or appearance as the Board may require to confirm
the accrediting organization’s continuing eligibility.
36.
ACTIONS ADVERSE TO THE ACCREDITING ORGANIZATION. The Board of
Directors will not act on a recommendation of ineligibility or non-recognition,
reject a recommendation of eligibility or recognition, or take any
other action adverse to an accrediting organization before providing
the accrediting organization with notice and an opportunity to appear
before the Board of Directors. The appearance of an accrediting organization
will include an opportunity to present its written response to the
recommendation of the Committee and any supplement to that response
that the accrediting organization may wish to submit. At the request
of the accrediting organization and with the concurrence of the Board
of Directors, the accrediting organization will be afforded the opportunity
to appear in person before the Board of Directors. The accrediting
organization may have legal counsel present to advise it during its
appearance before the Board of Directors, but not to speak unless
requested to do so by the Board of Directors.
37.
WRITTEN NOTICE BY THE BOARD OF DIRECTORS. The Board of Directors
shall notify accrediting organizations of its actions on the recommendations
of the Committee as to eligibility and recognition within thirty (30)
days after taking such action. If the Board of Directors recognizes
an accrediting organization, the notice shall specify the scope of
the accrediting organization’s recognition (including, where
indicated, the geographic area, the types of higher education institutions
or programs that the accrediting organization may accredit, and the
degrees and certificates awarded by higher education institutions
accredited by the accrediting organization) and the recognition period.
If the action is adverse to the accrediting organization, the notice
shall include a statement of the reasons for that action. The statement
of reasons shall identify the eligibility criteria or recognition
standards that the accrediting organization did not meet and the reasons
for that determination.
38.
PUBLIC NOTICE. All decisions of the Board of Directors to recognize,
not recognize, or defer recognition of an accrediting organization,
including initial and continued recognition of accrediting organizations
and change of scope, will be public information. CHEA will publish
the action of the Board of Directors.
39.
WITHDRAWAL OF RECOGNITION. CHEA may withdraw recognition of
an accrediting organization for sufficient cause, including a determination
by CHEA that the accrediting organization no longer meets the requirements
for eligibility or the standards for recognition. CHEA will withdraw
recognition in accordance with procedures deemed sufficient by CHEA
to afford the accrediting organization with appropriate notice and
opportunity to respond.
40.
SUGGESTIONS FOR PREPARATION OF EVIDENCE. The Recognition
Policy and Procedures describes evidence pertinent to the five
recognition standards set forth in Paragraph 11 through Paragraph
11E. Appendix C provides illustrative information that may assist
accrediting organizations in preparing such evidence. The Committee
is required to comply with the Recognition Policy and Procedures
and is not bound by Appendix C.
- ADDITIONAL
PROVISIONS
41.
CONFLICTS OF INTEREST. CHEA upholds the principle that members
of the Committee, the Board of Directors, and consultants such as
readers and site visitors (collectively, for purposes of this paragraph,
"CHEA representatives") shall be impartial and objective
in considering the eligibility and recognition of accrediting organizations.
- When
there is an actual or apparent conflict of interest, CHEA expects
its representatives to recuse themselves as a matter of personal
and professional integrity from consideration of an accrediting
organization. The CHEA representative shall have primary responsibility
for compliance with this policy.
- CHEA
representatives shall recuse themselves from consideration of an
accrediting organization applying for CHEA recognition where the
CHEA representative receives monetary compensation from the accrediting
organization as an employee or consultant or otherwise; or holds
a position of authority or governance role with the accrediting
organization, such as commission member, director, or officer, whether
paid or unpaid.
- In
addressing conflicts of interest, CHEA representatives shall take
into account whether they (i) had in the recent past or expect to
have a financial relationship or governance role with the accrediting
organization applying for CHEA recognition; (ii) are participating
in an accreditation review by the applicant for CHEA recognition;
(iii) have a financial relationship or governance role with an accrediting
organization that is a direct competitor of an applicant for CHEA
recognition; (iv) have or have expressed a predisposition concerning
an applicant for CHEA recognition that would impair objectivity
in the recognition process; (v) have a close relative with a pertinent
relationship, role or predisposition concerning an applicant for
CHEA recognition; and (vi) other considerations they deem pertinent.
- In
the event a CHEA representative, with respect to an apparent or
actual conflict of interest, does not voluntarily recuse himself
or herself, the Board of Directors may take such action as the Board
of Directors considers appropriate.
42. PERSONAL GAIN. In the course of their
CHEA service, CHEA representatives shall observe high standards of
personal integrity. For example, CHEA representatives shall not solicit
or accept, for themselves or any other person, gifts, gratuities,
entertainment, loans or other consideration from persons who are associated
with an applicant for CHEA recognition, an institution accredited
by the applicant, a direct competitor of an applicant, or any other
third party that the CHEA representative knows intends to comment
on the applicant in the recognition review; provided that this paragraph
does not bar acceptance of items of insubstantial value, consistent
with personal integrity, in the ordinary course of service as a CHEA
representative.
43.
COMMUNICATIONS AND CONFIDENTIALITY. CHEA representatives shall
maintain the confidentiality of information pertaining to the recognition
process. During the recognition process a CHEA representative shall
not discuss any confidential aspect of an application for CHEA recognition
with the applicant, an institution accredited by the applicant, a
direct competitor of the applicant, or any other third party that
intends to comment on the applicant, except as required in order to
discharge the responsibilities of the CHEA representative in the recognition
review. CHEA representatives shall refer inquiries concerning the
recognition process to CHEA staff. CHEA will communicate
the results of the recognition review to the applicant and the public
as provided in Paragraphs 37 and 38.
44.
AMENDMENT. CHEA reserves the right to amend this Recognition
Policy and Procedures from time to time when in its judgment the
interests of sound and reliable accreditation, recognition of accreditors,
or CHEA administration are served by doing so.
Appendix
A
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Accreditation
Defined
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Accreditation
in higher education is defined as a collegial process based on
self- and peer assessment for public accountability and improvement
of academic quality. Peers assess the quality of an institution
or academic program and assist the faculty and staff in improvement.
An accreditation of an academic program or an entire institution
typically involves three major activities:
- The
faculty, administrators, and staff of the institution or academic
program conduct a self-study using the accrediting organization’s
set of expectations about quality (standards, criteria) as
their guide.
- A
team of peers, selected by the accrediting organization, reviews
the evidence, visits the campus to interview the faculty and
staff, and writes a report of its assessment including recommendation
to the commission of the accrediting organization (group of
peer faculty and staff, professionals, and public members).
- Guided
by a set of expectations about quality and integrity, the
commission reviews the evidence and recommendation, makes
a judgment, and communicates the decision to the institution
and other constituencies if appropriate.
Accreditation
is an integral part of our system of higher education. Our system
consists of both public and private institutions with a wide
range of types of missions, from national research universities
and regional comprehensive institutions to liberal arts colleges
and very small faith-related colleges to community colleges
and vocational institutions. The genius of this system is that,
unlike other countries, we do not have mandatory national curricula
for colleges; we do not have a national ministry of education
that regulates academic standards; and students are free to
choose what type of education they pursue depending on their
ability, financial resources, and educational goals. Because
it developed from this diverse set of institutions, accreditation
is a flexible and adaptive process. Institutions that seek accreditation
can do so from a wide range of accrediting organizations —
from national bodies that are oriented to a particular type
of institution, to regional organizations that encompass a wide
range of types of institutions, to specialized organizations
that focus on a single discipline or profession.
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Appendix
B
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Institutional
Eligibility and Recognition Policy
|
| The
Council for Higher Education Accreditation will serve students
and their families, colleges and universities, sponsoring bodies,
governments, and employers by promoting academic quality through
formal recognition of higher education accrediting bodies and
will coordinate and work to advance self-regulation through accreditation.
The
Council on Higher Education Accreditation (CHEA) invites participation
by degree-granting institutions of higher education that are
accredited by a CHEA-recognized accreditation organization.
The
goals of CHEA recognition are to advance quality assurance through
accreditation to serve students and their families, colleges
and universities, sponsoring bodies, governments, and employers.
All eligible organizations must meet the general standards enunciated
in this recognition process. The recognition process will place
increasing emphasis on the effectiveness of accreditation organizations
in assuring the academic quality of institutions and programs
through standards, policies, and procedures that address appropriate
rigor, degree nomenclature, and at the undergraduate level,
a general education program designed to ensure breadth of knowledge
and at all levels, advanced intellectual inquiry.
Recognition
will be determined in accordance with established standards
and rules of good practice that ensure fair treatment, promotion
and maintenance of academic quality, and respect for institutional
autonomy.
Organizations
that accredit institutions will be eligible to apply for recognition
by the Council for Higher Education Accreditation if the majority
of their accredited institutions are degree-granting. Organizations
that accredit programs will be eligible to apply for recognition
by CHEA if the majority of the accredited programs are degree-granting.
An accreditation organization is responsible for providing assurance
of the percentage of degree-granting units within its constituency
and demonstrating its general support with the goals of CHEA
recognition.
CHEA
will extend recognition previously granted by the Council on
Postsecondary Accreditation (COPA) and/or Commission on Recognition
of Postsecondary Accreditation (CORPA) until a given organization
is reviewed by CHEA for recognition estimated to begin January
1, 1999 or until an organization declines to submit to such
a review. CHEA recognition reviews will begin following board
consideration of the recommendations of the Recognition Task
Force that was established in April 1997. By summer 1998, accreditation
organizations should be advised of a new schedule of review.
The priority order of reviews will be all organizations which
do not appear to meet CHEA eligibility requirements as stated
above; organizations seeking initial CHEA recognition; and organizations
seeking continued recognition in the order of the date of their
latest COPA/CORPA review.*
In
pursuit of its mission to advance higher education, and in light
of knowledge and experience, CHEA reserves the right to amend
the foregoing and/or grant recognition to such accrediting entities
that in CHEA’s judgment warrant such recognition.
*
Policy approved by the CHEA board of directors on May 12, 1997.
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Appendix
C
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Suggestions
for Preparation of Evidence
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Standard
A: Advances Academic Quality
Additional
Explanation: This standard is intended to help applicants
for recognition to establish that they do indeed advance academic
quality. The applicant will want to provide some background
to its activities by explaining what it means by academic quality.
Subsequently, it should describe what it requires of its applicant
institutions to help it make a determination regarding their
quality. It would be useful for applicants to explain how they
take institutional mission into account in assessing academic
quality and planning for its improvement. Examining institutions
for academic quality is one way to advance academic quality.
Applicant bodies are encouraged to describe other initiatives
and activities that advance academic quality.
Illustrative
Questions. In thinking about advancing academic quality,
the accreditor might ask: how does the accrediting organization
define and explain its expectations of academic quality; how
does the accrediting organization address quality indicators
such as student learning goals and achievement of research and
service goals; how does the accrediting organization confirm
that institutional mission is central to its academic quality
expectations; and how does the accrediting organization encourage
institutions to relate planning to quality indicators?
Standard
B: Demonstrates Accountability
Additional
Explanation: Employers, parents, students, and others look
to accrediting organizations for consistent and reliable information
about institutions, and increasingly, seek to participate in
the process itself. There is no single model for providing the
information and involvement which are so important for public
accountability, and each accrediting organization will want
to relate, in terms of its own structure and procedures, how
it ensures this accountability
Illustrative
Questions. In thinking about the demonstration of accountability,
the accreditor might ask: how does the accrediting organization
inform the higher education community and the broader public
(e.g., students, parents, general public, professionals, faculty,
higher education officials, and government agencies) of its
decisions; in what ways does the accrediting organization involve
the public in the accreditation process; and how does the accrediting
organization respond to public concerns and complaints?
Standard
C: Encourages Purposeful Change and Needed Improvement
Additional
Explanation: This standard speaks to the traditional elements
of accreditation, including the self-examination and self-analysis
which are part of the self-study process, and moves the process
to include planning for improvements when needed. There is no
one preferred method of addressing this standard. Rather, applicant
organizations should explain what strategies for planning they
require of institutions and what help and direction they offer
in the area of planning, and describe how the process is implemented
in practice. This section also explicitly recognizes the central
role played by institutional mission. Thus, the "planning
for change and scrutiny for improvement" which often emerge
from the accreditation process, must take place in the context
of institutional mission. Applicants are encouraged to expand
upon this aspect of planning, referring to policies, practices,
and procedures as appropriate.
Illustrative
Questions. In thinking about planning for change and needed
improvement, the accreditor might ask: how is the self-study
designed to address improvements in the context of the mission
of the institution; how is the accreditation self-study and
site visit a part of the institution’s strategic plan;
how does the accrediting organization encourage institutions
to use ongoing assessment processes, institutional research,
and internal evaluative mechanisms in the accreditation process;
and how does the accrediting organization provide institutions
with a thoughtful diagnostic analysis that assists institutions
to act on their own solutions and strategies for improvement?
Standard
D: Employs Appropriate and Fair Procedures in Decision-Making
Additional
Explanation: The accreditation decision-making process must
be fair and appropriate if it is to merit public confidence.
Applicant organizations will want to describe the steps taken
to develop appropriate accreditation policies and procedures
and to implement them fairly.
Illustrative
Questions. In thinking about employing fair procedures in
decision-making, the accreditor might ask: how does the accrediting
organization ensure that its decision-making is not subject
to interference from professional organizations and special
interest groups; how does the accrediting organization ensure
that representatives of the public participate in decision-making
and policy setting; and what procedures does the accrediting
organization employ to ensure reasonable consistency in accreditation
reviews of varying institutions?
Standard
E: Continually Reassesses Accreditation Practices
Additional
Explanation: The operative word in examining staff and financial
resources is "sufficient." Every applicant organization
will want to establish that it has sufficient resources in
terms of its own accrediting activities.
How
does the organization examine its accreditation policies and
procedures? The standard suggests that among the considerations
to be included in such an ongoing review are: responsiveness,
flexibility, and accountability when the accrediting organization
is working with institutions, programs, and the public; the
capacity to work with the broader accreditation community; and
the impact of its criteria and procedures on institutional and
program resources.
Illustrative
Questions. In thinking about continually reassessing accreditation
practices, the accreditor might ask: what kind of information
does the accrediting organization routinely collect to monitor
the effectiveness and efficiency of its performance; what practices
does the accrediting organization maintain to foster cooperation
with other accrediting organizations; how responsive is the
accrediting organization to institutional requests for cooperation
to minimize duplication of effort from institutions or programs
(e.g., common data formats, visits, calendars); how does the
accrediting organization ensure the professional and technical
competencies of those involved in the accreditation; and how
does the accrediting organization determine that its criteria
contribute to the usefulness of the accreditation process?
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Task
Force on Recognition
Dan
Aleshire
Executive Director
Association of Theological Schools in the United States and
Canada
Carol
Bobby
Executive Director
Council for Accreditation of Counseling and Related Educational
Programs
Barbara
Brittingham
Dean
College of Human Sciences and Services
University of Rhode Island
Lawrence
Detmer
Executive Director
Commission on Accreditation of Allied Health Education Programs
Edward
Donley
Former Chairman
Air Products and Chemicals, Inc.
Sandra
Elman
Executive Director
Commission on Colleges
Northwest Association of Schools and Colleges
Thomas
H. Jackson
University of Rochester
Gladys
Johnston
Chancellor
University of Nebraska at Kearney
Jean
Avnet Morse
Executive Director
Commission on Higher Education
Middle States Association of Colleges and Schools
David
R. Pierce
President
American Association of Community Colleges
Mary
Ann Swain
Provost and Vice President for Academic Affairs
Binghampton University, State University of New York
Javier
Uribe
President & CEO
One Day Paint & Body
(Resigned 1997)
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ACTIONS
BY THE CHEA BOARD OF DIRECTORS
SEPTEMBER 28, 1998
APPROVAL
OF THE RECOGNITION POLICY
The
board of directors approves the CHEA Recognition Policy and Procedures
to become effective January 1999. The board will review the Policy
and Procedures in approximately one year to consider how well implementation
of the recognition process is proceeding and any suggestions for change.
RESOLUTION
The
CHEA board is mindful that CHEA's mission addresses higher education
and that other forms of Postsecondary education also serve the public
interest. CHEA supports the principle that Postsecondary education
should have access to accreditation and to recognition processes
for accrediting organizations. CHEA's president and staff will use
their good offices, in consultation with representatives of the
Postsecondary education community, to advance that principle.
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