Standard in U.S. Regional Accreditation Commissions: Implications for Vietnamese Accreditation
Main Article Content
Abstract
This literature review addresses five themes that inform the faculty standards in U.S. regional accreditation commissions: faculty credentials, the relationship between institutional missions and faculty responsibilities; full-time, part-time and contingent faculty; faculty responsibilities, and faculty in disciplinary-based accreditation. The review supports institutions’ responses to the standards of full time faculty adequacy and credentials in six U.S. regional accreditation commissions. The study’s findings may provide common themes related to faculty adequacy to facilitate the institutions’ definitions and standards for faculty adequacy. The results might be of interest to accreditors in other countries as they develop and revise their standards related to faculty adequacy. Some recommendations are made for institutional and programmatic accreditation to improve the current faculty standards and some input for HEIs to build the internal quality improvement in faculty adequacy, credentials and evaluation.
Keywords:
Key words: Faculty adequacy, accreditation standards, U.S. regional accreditation commissions
References
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[2] L. Tincher-Ladner, S. King, Effects of regional accreditation of full-time faculty on community college graduation rates, Community college Journal of Research and Practice 38 (2014) 947-950.
[3] Northwest Commission on Colleges and Universities (NWCCU), Accreditation standards. http://www.nwccu.org/accreditation/standards-policies/standards/, 2012.
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[5] North Central Association of Colleges and Schools-The Higher Learning Commission (NCA-HLC), Resource guide: Criteria for accreditation and assumed practices, 2015.
[6] New England Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC-CIHE), The standards for accreditation, 2011.
[7] Southern Association of Colleges and Schools Commission on Colleges, Faculty roster: Instructions for reporting the qualifications of full-time and part-time faculty, 2011.
[8] WASC Senior College and University Commission (WSCUC), Handbook of Accreditation. https://www.wscuc.org/book/export/html/924/, 2013.
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[10] J. Faireweather, The mythologies of faculty productivity, The Journal of Higher Education 73 (2002) 26-48.
[11] B.K. Townsend, Community college faculty what we know and need to know, Community College Review 36 (2008) 5-24.
[12] National Center for Education Statistics, U.S. Department of Education, Federal programs for education and related activities. In Digest of Education Statistics (Chap. 4), Retrieved from the National Center for Education Statistics Web site: http://nces.ed.gov/programs/digest/d10/tables/dt10-261.asp/, 2003.
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[14] Texas Tech University, Faculty responsibility (OP 32.06)..http://www.depts.ttu.edu/opmanual/OP32.06.pdf/, 2006.
[15] South Plains College, Faculty Handbook. http://www.southplainscollege.edu/employees/manualshandbooks/facultyhandbook.php/, 2015.
[16] North Central Association of Colleges and Schools-The Higher Learning Commission (HLC) (2015). Determining qualified faculty through HLC’s criteria for accreditation and assumed practices.https://www.lssu.edu/hlc/documents/QualifiedFacultyGuidelines-2015-08-OPB.pdf
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[22] D.D. Maxey, A.K. Kezar, Revealing opportunities and obstacles for changing non-tenure-track faculty practices: An examination of stakeholders' awareness of institutional contradictions, Journal of Higher Education 86 (2015) 564-594.
[23] F.K. Marsh, High performance team: Building a business program with part- and full-time faculty, Journal of Education for Business 85 (2010) 187-194. https://doi:10.1080/08832320903252421.
[24] S.E. Elman, A regional accreditation perspective on contingent faculty appointments, New Directions for Higher Education 123 (2003) 71.
[25] R.N. Gerlich, M. Sollosy, Predicting assessment outcomes: The effect of full-time and part-time faculty, Journal of Case Studies in Accreditation and Assessment, 2010, pp. 1-9.
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[29] D.J. Koys, Judging academic qualifications, professional qualifications, and participation of faculty using AACSB guidelines, Journal of Education for Business 83 (2008) 207-213.
[30] J. Boronico, J. Murdy, X. Kong, Faculty sufficiency and AACSB accreditation compliance within a global university: A mathematical modeling approach, American Journal of Business Education 7 (2014) 213-218.
[31] Nguyen Huu Cuong Some Results of Vietnam’s Higher Education Accreditation Implementation and Future Plans, Journal of Education Management 9 (2017) 7-14.
[32] P. Gaston, Assessment and accreditation: An imperiled symbiosis (Occasional Paper No. 33), Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA), 2018.
[33] The Youth, Vietnamese foreigners’ suggestions on quality improvement in higher education. https://tuoitre.vn/kieu-bao-hien-ke-cai-thien-chat-luong-giao-duc-dai-hoc 20181129165424627.htm?fbclid=IwAR27bp6iSyspxv2RzDpcBZ8yfYKJ90kcw9TaIq-DcyfbOMJLxm3w8tsI4ao/, 2018.
[34] Southern Association of Colleges and Schools Commission on Colleges, Resource Manual. http://www.sacscoc.org/pdf/2018%20POA%20Resource%20Manual.pdf/, 2018.
[35] MOET, Circular No. 36/2014/TTLT-BGDĐT-BNV Faculty credentials in public higher education institutions, 2014.
[36] MOET, Decree No. 73/2015/NĐ-CP Requirements in Higher Education Institution classifications and ranking, 2015.
[37] Center of Quality Assurance, Circular No. 768/QLCL-KĐCLGD Instruction on institutional accreditation standards, 2018.
[2] L. Tincher-Ladner, S. King, Effects of regional accreditation of full-time faculty on community college graduation rates, Community college Journal of Research and Practice 38 (2014) 947-950.
[3] Northwest Commission on Colleges and Universities (NWCCU), Accreditation standards. http://www.nwccu.org/accreditation/standards-policies/standards/, 2012.
[4] Middle States Commission on Higher Education (MSCHE), Standards for accreditation and requirements of affiliation ( 13th ed), 2015.
[5] North Central Association of Colleges and Schools-The Higher Learning Commission (NCA-HLC), Resource guide: Criteria for accreditation and assumed practices, 2015.
[6] New England Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC-CIHE), The standards for accreditation, 2011.
[7] Southern Association of Colleges and Schools Commission on Colleges, Faculty roster: Instructions for reporting the qualifications of full-time and part-time faculty, 2011.
[8] WASC Senior College and University Commission (WSCUC), Handbook of Accreditation. https://www.wscuc.org/book/export/html/924/, 2013.
[9] A. Cohen, C. Kisker, The shaping of American higher education (2nd ed.), San Francisco, CA: Jossey-Bass, 2010.
[10] J. Faireweather, The mythologies of faculty productivity, The Journal of Higher Education 73 (2002) 26-48.
[11] B.K. Townsend, Community college faculty what we know and need to know, Community College Review 36 (2008) 5-24.
[12] National Center for Education Statistics, U.S. Department of Education, Federal programs for education and related activities. In Digest of Education Statistics (Chap. 4), Retrieved from the National Center for Education Statistics Web site: http://nces.ed.gov/programs/digest/d10/tables/dt10-261.asp/, 2003.
[13] M.F. Middaugh, Understanding faculty productivity: Standards and benchmarks for colleges and universities, San Francisco: Jossey-Bass Publishers, 2001.
[14] Texas Tech University, Faculty responsibility (OP 32.06)..http://www.depts.ttu.edu/opmanual/OP32.06.pdf/, 2006.
[15] South Plains College, Faculty Handbook. http://www.southplainscollege.edu/employees/manualshandbooks/facultyhandbook.php/, 2015.
[16] North Central Association of Colleges and Schools-The Higher Learning Commission (HLC) (2015). Determining qualified faculty through HLC’s criteria for accreditation and assumed practices.https://www.lssu.edu/hlc/documents/QualifiedFacultyGuidelines-2015-08-OPB.pdf
[17] C. Chaden, Engaging faculty in retention: Finding traction through accreditation. New Directions for Higher Education 161 (2013) 91-100. https://doi: 10.1002/he.20049.
[18] T.S. Williams, The unknowning knowers: Faculty and the accreditation process, (Doctoral Dissertation), Available from ProQuest Dissertations & Theses Full Text (Order No. 3476398), 2011.
[19] B.K. Townsend, V.J. Rosser, Workload issues and measures of faculty productivities, The NEA Higher Education Journal (2007) 7-19.
[20] M.F. Middaugh, Measuring faculty productivity: Let's get it right, Chronicle of Higher Education 58 (2011) A43-A44.
[21] M.F. Middaugh, H.A. Kelly, A.M. Walters, The role of institutional research in understanding and describing faculty work, New Directions for Higher Education 141 (2008) 41-56. https://doi:10.1002/he.292.
[22] D.D. Maxey, A.K. Kezar, Revealing opportunities and obstacles for changing non-tenure-track faculty practices: An examination of stakeholders' awareness of institutional contradictions, Journal of Higher Education 86 (2015) 564-594.
[23] F.K. Marsh, High performance team: Building a business program with part- and full-time faculty, Journal of Education for Business 85 (2010) 187-194. https://doi:10.1080/08832320903252421.
[24] S.E. Elman, A regional accreditation perspective on contingent faculty appointments, New Directions for Higher Education 123 (2003) 71.
[25] R.N. Gerlich, M. Sollosy, Predicting assessment outcomes: The effect of full-time and part-time faculty, Journal of Case Studies in Accreditation and Assessment, 2010, pp. 1-9.
[26] C.N. Speer, Perceptions of employment and use of part-time faculty among chief instructional officers at southern association of colleges and schools-accredited public associate's colleges, (Doctoral Dissertation), Available from ProQuest Dissertations & Theses Full Text, (Order No. 3612131), 2013.
[27] D.D. Hedrick, S.E. Henson, J.M. Krieg, C.S. Wassell Jr, The effects of AACSB accreditation on faculty salaries and productivity, Journal of Education for Business 85 (2010) 284-291. doi:10.1080/08832320903449543.
[28] R.L. Bell, M.P. Joyce, Comparing business faculty's salaries by rank and gender: Does AACSB accreditation really make a difference? Academy of Educational Leadership Journal 15 (2011) 19-40.
[29] D.J. Koys, Judging academic qualifications, professional qualifications, and participation of faculty using AACSB guidelines, Journal of Education for Business 83 (2008) 207-213.
[30] J. Boronico, J. Murdy, X. Kong, Faculty sufficiency and AACSB accreditation compliance within a global university: A mathematical modeling approach, American Journal of Business Education 7 (2014) 213-218.
[31] Nguyen Huu Cuong Some Results of Vietnam’s Higher Education Accreditation Implementation and Future Plans, Journal of Education Management 9 (2017) 7-14.
[32] P. Gaston, Assessment and accreditation: An imperiled symbiosis (Occasional Paper No. 33), Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA), 2018.
[33] The Youth, Vietnamese foreigners’ suggestions on quality improvement in higher education. https://tuoitre.vn/kieu-bao-hien-ke-cai-thien-chat-luong-giao-duc-dai-hoc 20181129165424627.htm?fbclid=IwAR27bp6iSyspxv2RzDpcBZ8yfYKJ90kcw9TaIq-DcyfbOMJLxm3w8tsI4ao/, 2018.
[34] Southern Association of Colleges and Schools Commission on Colleges, Resource Manual. http://www.sacscoc.org/pdf/2018%20POA%20Resource%20Manual.pdf/, 2018.
[35] MOET, Circular No. 36/2014/TTLT-BGDĐT-BNV Faculty credentials in public higher education institutions, 2014.
[36] MOET, Decree No. 73/2015/NĐ-CP Requirements in Higher Education Institution classifications and ranking, 2015.
[37] Center of Quality Assurance, Circular No. 768/QLCL-KĐCLGD Instruction on institutional accreditation standards, 2018.
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