Higher Education Academic Programs and Accreditation

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Table of Contents

Introduction
Factors in the Development of a New Academic Program
The Northwest Commission on Colleges and Universities Requirements
Program Development, Accreditation, and Leadership
Conclusion
References

Introduction

In the United States, much attention is paid to the process of accreditation in order to improve the quality of the education system. At this moment, regional accreditation determines the work of more than 3,000 colleges and universities with seven commissions operating in different geographic regions (New England Association of Schools and Colleges, n.d.). This self-regulatory activity is based on a number of significant standards by promoting the quality, security, and regional traditions, and all higher education facilities must be organized, meeting a list of demands.

The development of a new academic program includes such important tasks as cooperation with various campus constituencies, learning the amounts of documents, and ensuring its worth through presenting good samples (Driscoll & de Noriega, 2006). The evaluation of the work of the Northwest Commission on Colleges and Universities and its requirements for submission of a proposal helps identify the key factors in the development of a new program, which are chance recognition, professional and financial support of experts, and clearly identified goals.

Factors in the Development of a New Academic Program

The creation of a new academic program is a significant step that to be supported by strong decision-making, readiness to prove choices, and abilities to use available resources. In the existing variety of barriers and opportunities, a program developer has to remember about the main principles of this organization. A new program is introduced regarding students’ needs that have a tendency to be changed all the time, learning abilities, social expectations, and a competitive environment (Shavelson, 2010). However, the major factors that can determine the development of an academic program remain the recognition of a chance (motivation), support of experts (initiation), and goals with a clear focus (awareness).

First, a person has to identify an opportunity to do something new in the chosen higher education facility. It is expected to analyze the existing culture, requirements, and standards and realize that there is a chance for a new proposal to be made. It is not enough to say that some change is required. A new academic program must have its background and reasons for other people to accept its urgency and focus on its possible implementation.

The second factor in the development of a program is the presence of professional support. A new idea cannot be promoted in case there is no moral and financial support. Therefore, any developer has to communicate with people, analyze the necessary documentation, and introduce several plans for potential stakeholders to be interested in supporting this idea (Driscoll & de Noriega, 2006). It is necessary to be ready to get a refusal, but it is not a reason to stop developing a program. It is time to think harder about the strong aspects of this opportunity and focus on other factors that may contribute to its development.

Regarding the two above-mentioned issues, the third factor in program development is the establishment of clear and smart goals. For example, it is possible to underline the higher education’s goal that is to provide students with a chance to learn throughout their lives and promoted the development of a liberally educated society (Shavelson, 2010). Such awareness can prove the developer’s preparedness to implement the offered ideas and strengthen the existing education system. US education does not have boundaries, and if there is a chance to make some improvements, it has to be used through enumerating goals and objectives.

The Northwest Commission on Colleges and Universities Requirements

There are many accrediting commissions in the United States that are responsible for checking the quality and appropriateness of academic programs. Their task is not only to approve or disprove an idea but also to analyze the work of academic staff, reflect on the recent development and growth, and examine learning conditions, needs, resources, and challenges. At the same time, all evaluations have to be objective and bias-free to make sure that such concepts as equality, respect, and professionals are taken into consideration.

The Northwest Commission on Colleges and Universities is the commission that works at such states as Washington, Alaska, Montana, Nevada, and several more states. It is recognized as one of the main authorities of the academic quality and effectiveness that may provide programs and colleges with a status of Candidate for Accreditation (Northwest Commission on Colleges and Universities, n.d.). It is the initial step in the application for accreditation in many regional organizations.

Other requirements for submitting a proposal include the creation of a letter of application, a $2,500 application fee, and the presence of specific documentation (Northwest Commission on Colleges and Universities, n.d.). Documents should be introduced in a Web Form/Adobe Document format with an accurate description of plans, services, budget, and incorporation. Finally, an analytic self-study must be developed to evaluate an application.

Program Development, Accreditation, and Leadership

Educational leaders have to understand the importance of the development of academic programs and associated accreditation. These processes help understand the mission of a program and its core concepts. In addition, leaders get a chance to learn what they can do at their work sites in order to improve the quality of work, increase the number of students, and promote staff satisfaction. The establishment of appropriate governance and leadership is another important step for the recognition of available human resources, academics, students, and culture.

As a person who deals with the evaluation and investigation of the role of an educational leader, I believe that accreditation factors and policies cannot be ignored by program developers. They underline the necessity to develop communication skills, analytical qualities, and creative thinking. At the same time, decision-making and cooperation are considered, and leaders can realize if they are ready to take a new step, or additional training and advice may be needed. Accreditation for educational leaders is some kind of verification of personal and professional qualities. They can look at their achievements and identify new goals, areas for improvement, and available resources. It is always easy for leaders to accept critics as it is, and accreditation organizations aim at evaluating facilities and programs in the fairest possible way.

Conclusion

To conclude, it is important to say that academic programs and accreditation are the two concepts that cannot be separated. In order to be effective and worthwhile, a program developer has to meet a number of standards. Its creation process is based on three main factors, including chance recognition, support, and goal-orientation. The representatives of the Northwest Commission on Colleges and Universities explain that following these requirements and meeting common rules can provide any program with a chance to be approved and introduced in the current system of education in the United States.

References

Driscoll, A., & de Noriega, D. C. (Eds.). (2006). Taking ownership of accreditation: Assessment processes that promote institutional improvement and faculty engagement. Sterling, VA: Stylus Publishing.

New England Association of Schools and Colleges. (n.d.). U.S. regional accreditation: An overview. Web.

Northwest Commission on Colleges and Universities. (n.d.). Application. Web.

Shavelson, R. J. (2010). Measuring college learning responsibly: Accountability in a new era. Stanford, CA: Stanford University Press.

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