Not everyone believes that accreditation is bad, or that it does not provide safety and security for students. Its basic functions are to help universities ensure quality for students and also to help those same universities improve in areas where they may be somewhat lacking in quality (Brittingham, O'Brien, & Alig, 2008)
Not everyone believes that accreditation is bad, or that it does not provide safety and security for students. Its basic functions are to help universities ensure quality for students and also to help those same universities improve in areas where they may be somewhat lacking in quality (Brittingham, O'Brien, & Alig, 2008)
It makes sense that the country should not give taxpayer money to schools that are not legitimate, but accreditation is not the way to determine legitimacy for any institution of higher learning today (American, 2007). In the years between 1989 and 2009, many organizations that offered regional accreditation were on the defensive (Crow, 2009)
One of those things is the political climate. While most people may not associate politics with higher education, the funding that is offered to educational institutions of any level is generally affected by who is in office, to which political party they belong, and how that party has traditionally prioritized issues such as higher education (Dar & Spence, 2011)
That is worth considering when higher education seems to be running short of funds but yet the demands for accreditation and other proof of value continue to rise. The quality of higher education is often measured by whether (and by what institution or organization) a university is accredited (Eaton, et al
that would not have been acceptable only a few short years ago, and would not have been trusted, but accredited schools are capable of offering that option. Some scholars are deeply concerned about the political role seen in accreditation and how that might be "spilling over" from America into countries such as Britain (Harvey, 2004)
Instead, accreditation is only a way of controlling to which universities the majority of federal aid dollars flow (Harvey, 2004). It is not just about politics but also about society, and there is clearly a societal role played by higher education - but also played by the requirement that a "legitimate" university by made so by accreditation (Ruben, 2007)
In the early days, someone working in different places was difficult for him/her to advance in education. he/she would either decide to resign and continue studying or keep working without advancing in education (Arfield & Wade 2013, p
Big Time Sports Influences in the College / University Milieu Among the myriad programs offered by today's institutions of higher learning -- including many that present research-oriented curricula, have relevant social value, and help prepare students for the highly competitive labor market -- big, flashy, profitable (and sometimes corrupt) sports programs (notably football and basketball) stick out like a sore thumb. Indeed, college / university sports by 2014 has become a $16 billion-a-year industry (Barrett, 2014); but along with those billions of dollars there is a mixed bag of glory and pride on the one hand and shame and sanctions on the other
Big Time Sports Influences in the College / University Milieu Among the myriad programs offered by today's institutions of higher learning -- including many that present research-oriented curricula, have relevant social value, and help prepare students for the highly competitive labor market -- big, flashy, profitable (and sometimes corrupt) sports programs (notably football and basketball) stick out like a sore thumb. Indeed, college / university sports by 2014 has become a $16 billion-a-year industry (Barrett, 2014); but along with those billions of dollars there is a mixed bag of glory and pride on the one hand and shame and sanctions on the other
In fact, scandals caused by violations of rules established by the NCAA (National Collegiate Athletic Association) are commonplace, leading essayist William C. Dowling to assert that the commercialization of student athletes is a destructive force in American higher education (Dowling, 2001)
5 million from Division 1A sports in 2012, the top school in sports revenue), or Michigan ($85 million) or Alabama ($81.9 million) (Gaines, 2013)
The Long-Term Negative Impacts on Athletes When corrupt university sports-related activities are made public, in the aftermath there a number of victims, including the student athletes, according to a research piece in the Journal of Sports Management. The three main consequences for student-athletes following a scandal are sanctions, a serious sense of loss, and future treatment that is negative and hurtful (Kihl, et al
In addition, the NCAA sanctions that are levied against universities found guilty of fraud create a climate on campuses that, interestingly, results in fewer wins for the team caught cheating (Kihl, 2008). University Sports Scandals Aren't a New Phenomenon College sports programs actually began to become troublesome a hundred and fourteen years ago, when, at the turn of the century, scandals and an over-abundance of student frenzied behaviors caused administrators to establish oversight committees to regulate football (Kissinger, et al
Among the many great concerns that are being expressed and documented in the literature is that the essence of learning is being pushed aside by the profit motive and corporate intrusions into academia. Elvira Nica explains that while higher education should be functioning as a place of learning, a place to prepare students for a high-tech society, a significant portion of the student population at universities are seen by corporate America as market-based human capital that investors can use to achieve higher profits (Nica, 2014)
To wit, the total student-load debt in the United States has now reached $1.2 trillion (Talev, et al
Sloan Foundation, it was found that almost two-thirds of all traditional schools now offer online classes. This figure has grown by almost 20% since 2003 (Fairfax, 2010)
Limited association between course material and its explanation. This is in contrast to the customary classroom where students follow the written material and are guided by the human interaction of the teacher and their peers (Larson, 2005)
Many online schools present degrees from a two-year associate's degree to a doctorate degree in many fields. Time requirement and pricing will considerably vary depending on major, online school, degree, and certification (McGee, 2010)
The first official acknowledgment of education by correspondence came from 1883 to 1891 by Chautauqua College of Liberal Arts. This college was certified by the state of New York to grant academic degrees to students who successfully completed work at the Summer institutes and by correspondence during the academic year (Nasseh, 1997)