The document discusses the regulatory landscape of higher education in the United States. It notes the diversity of institutions, from public and private colleges and universities to community colleges and for-profit schools. It also examines the different roles of states, the federal government, and accrediting bodies in regulating higher education. A key issue is balancing innovation with accountability as the field undergoes changes like the growth of online education and national universities.

1. Regulatory Landscape:The Triad

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

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

4. 4 DGREE Institutions Public 4-year institutions 643 Public 2-year institutions 1,045 Private 4-year institutions, nonprofit 1,533 Private 4-year institutions, for-profit 453 Private 2-year institutions, nonprofit 107 Private 2-year institutions, for-profit 533 Total 4,314

5. 5 DGREE 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%) Total17,758,870 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.

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

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

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

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

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

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

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

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

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

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

16. WASC: Incubator and Capacity Builder 160 institutions; > 800,000 fte students 1996-2001 Experimentation and dialogue Transformed focus from inputs to outcomes Innovative multi-stage learning centered model Goal is to change the fundamental conversation about accreditation – from compliance to collaborative inquiry Redefined our role as capacity building 16 DGREE

17. Key Challenges What should be the standards of quality for 2012-2020? Should there be common outcomes for the bachelor’s degree? What is good enough? How do we encourage innovation and then review it? 17 DGREE

18. 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. 18 DGREE

19. 19 DGREE 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.