Accreditation in higher education is based primarily on inputs rather than outcomes

Reda Sadki

doi:10.59350/v4kk9-zcx22

September 22, 2012Open Access

Accreditation in higher education is based primarily on inputs rather than outcomes

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Key Points

Accreditation in higher education heavily prioritizes inputs, limiting innovative practices and driving up costs.
High prices are maintained by an 'iron triangle' that includes inputs, creating barriers for new institutions.
The focus on inputs rather than outcomes restricts effective change, impacting the education landscape.
Findings indicate that this system of accreditation fails to prioritize actual learning results, raising concerns about value.

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Implication

Analysis reveals that accreditation criteria emphasize inputs, suggesting a resistance to change and high prices in higher education.

Abstract

Burck Smith describes how accreditation is based primarily on a higher education institution's inputs rather than its outcomes, and creates an "iron triangle" to maintain high prices, keep out new entrants, and resist change.

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Cite This Study

Reda Sadki (2012) studied this question.

synapsesocial.com/papers/68de70f583cbc991d0a2342e https://doi.org/10.59350/v4kk9-zcx22

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Accreditation in higher education is based primarily on inputs rather than outcomes

Key Points

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Implication

Abstract

Discussion

Cite This Study

Accreditation in higher education is based primarily on inputs rather than outcomes

Key Points

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Implication

Abstract

Discussion

Cite This Study

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