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AuthorRomanowski, Michael H.
AuthorKarkouti, Ibrahim M.
Available date2024-04-24T03:40:28Z
Publication Date2024-01-01
Publication NameQuality in Higher Education
Identifierhttp://dx.doi.org/10.1080/13538322.2022.2127165
CitationRomanowski, M. H., & Karkouti, I. M. (2024). United States accreditation in higher education: does it dilute academic freedom?. Quality in Higher Education, 30(1), 97-111.‏
ISSN13538322
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85144488185&origin=inward
URIhttp://hdl.handle.net/10576/54128
AbstractUS higher education accreditation agencies provide external quality evaluation for institutions and programmes to deliver quality control and assurance. Although there is ample discussion about the benefits and drawbacks of the accreditation process, this article reviews the academic literature to consider the impact that accreditation might have on the academic freedom of the teaching staff. Specifically, this article centres on how standardisation, assessments and the fundamental elements of accreditation affect academic freedom in higher education and how these might dilute academic freedom.
Languageen
PublisherRoutledge
Subjectacademic freedom
Accreditation
higher education
quality assurance
TitleUnited States accreditation in higher education: does it dilute academic freedom?
TypeArticle
Pagination97-111
Issue Number1
Volume Number30


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