Regulatory Landscape: The Triad

2DGREE Overview of U.S. Higher Education Greatest diversity of institutions in the world Greatest diversity of institutions in the world Long considered the best system in the world Long considered the best system in the world Major innovations – independent boards of trustees, community colleges, open access Major innovations – independent boards of trustees, community colleges, open access Massification since Korean War Massification since Korean War

3DGREE Mission Differentiation Research Research Liberal arts Liberal arts Comprehensive universities Comprehensive universities Community colleges Community colleges Faith-based Faith-based Specialized/single purpose Specialized/single purpose “One solution/model won’t fit all.” “One solution/model won’t fit all.”

4DGREE Institutions Public 4-year institutions 643 Public 2-year institutions 1,045 Private 4-year institutions, nonprofit 1,533 Private 4-year institutions, for-profit453 Private 2-year institutions, nonprofit107 Private 2-year institutions, for-profit533 Total 4,314

5DGREE Where Students Go Public 4-year institutions 6,955,013 (39%) Public 2-year institutions 6,225,120 (35%) Private 4-year institutions 4,285,317 (24%) Private 2-year institutions 293,420 (1%) Total 17,758,870 81% of all freshmen in the fall of 2006 who had graduated from high school in the previous year attended colleges in their home states.

Where Has Growth Occurred? Public 4 yr: 10 yr. 19% Public 4 yr: 10 yr. 19% Public 2 yr: 10 yr. 28% Public 2 yr: 10 yr. 28% Private (nonprofit): 10 yr. 19% Private (nonprofit): 10 yr. 19% For profit: 10 yr. 285% For profit: 10 yr. 285% Distance Education: 2.1 million (F2008) Distance Education: 2.1 million (F2008) Share held by for profits 42% Share held by for profits 42% 6DGREE

Key Values of Traditional H.E. Academic freedom Academic freedom Institutional autonomy Institutional autonomy Mission distinctiveness Mission distinctiveness Shared governance (faculty control over curriculum) Shared governance (faculty control over curriculum) 7DGREE

Key Shifts De-institutionalization of learning De-institutionalization of learning National footprint institutions National footprint institutions Online education on and off campus Online education on and off campus Increased inter-institutional arrangements Increased inter-institutional arrangements Increased accountability Increased accountability 8DGREE

Regulatory Environment External External --States -- Federal --Accreditation Internal Internal --Systems --Faculty senates 9DGREE

States 50 different regulatory approaches 50 different regulatory approaches Licensure of degree granting institutions Licensure of degree granting institutions Prior approval of new campuses, sites, programs Prior approval of new campuses, sites, programs Differing regulatory patterns for distance education Differing regulatory patterns for distance education 10DGREE

Accreditation Institutional Institutional -- Regional -- National -- Religious Specialized/Professional Specialized/Professional -- > 60 and growing 11DGREE

History and Authority Created by institutions over 100 years ago Created by institutions over 100 years ago Private and nongovernmental Private and nongovernmental Peer review self regulation Peer review self regulation Mission-centered; Individual institution based Mission-centered; Individual institution based Minimum standards, improvement or accountability Minimum standards, improvement or accountability 6 regions; 7 commissions (140 – 1080 institutions) 6 regions; 7 commissions (140 – 1080 institutions) 12DGREE

Federal Linkage 1952 link to federal financial aid 1952 link to federal financial aid Formal recognition process (5 years) Formal recognition process (5 years) Currently 10 standards, 75 pages of regulations Currently 10 standards, 75 pages of regulations Concern over $80 billion in financial aid Concern over $80 billion in financial aid More regulations coming More regulations coming 13DGREE

Key Regulatory Issues Transfer of credit Transfer of credit Student academic achievement Student academic achievement Institutional growth, periodic monitoring Institutional growth, periodic monitoring Substantive change (all of campus sites and changes in modality of learning) Substantive change (all of campus sites and changes in modality of learning) Correspondence vs. distance education Correspondence vs. distance education Definition of a credit hour Definition of a credit hour Occupational codes and placement requirements Occupational codes and placement requirements 14DGREE

Time to Accreditation New Institution (Regional): 4-7 years New Institution (Regional): 4-7 years -- Eligibility, Candidacy, Initial Accreditation New Institution – (National): 1-2 years New Institution – (National): 1-2 years Acquisition (ownership/control): 6-12 months Acquisition (ownership/control): 6-12 months -- Agency approval -- USDE approval (PPA) Affiliation: 6 months Affiliation: 6 months 15DGREE

WASC: Incubator and Capacity Builder 160 institutions; > 800,000 fte students 160 institutions; > 800,000 fte students Experimentation and dialogue Experimentation and dialogue Transformed focus from inputs to outcomes Transformed focus from inputs to outcomes Innovative multi-stage learning centered model Innovative multi-stage learning centered model Goal is to change the fundamental conversation about accreditation – from compliance to collaborative inquiry Goal is to change the fundamental conversation about accreditation – from compliance to collaborative inquiry Redefined our role as capacity building Redefined our role as capacity building 16DGREE

Key Challenges What should be the standards of quality for ? What should be the standards of quality for ? Should there be common outcomes for the bachelor’s degree? Should there be common outcomes for the bachelor’s degree? What is good enough? What is good enough? How do we encourage innovation and then review it? How do we encourage innovation and then review it? 17DGREE

Can we move beyond accrediting institutions to new platforms, competencies and new models? Can we move beyond accrediting institutions to new platforms, competencies and new models? Can WASC itself become a model what we want our institutions to become? Open, transparent, innovative, etc. Can WASC itself become a model what we want our institutions to become? Open, transparent, innovative, etc. 18DGREE

19DGREE Can We Move To the Next Level? Can We Move To the Next Level? “The problems we have cannot be solved at the same level of thinking at which we created them.” Albert Einstein WASC needs your best ideas to redefine and transform accreditation to meet the changes that you will crate as a result of this conference.