Comparing Educational Accreditation Standards in Selected Professional Fields
Content analysis revealed that specialized accreditors include few explicit educational outcome statements in published standards. An exploratory comparison of differentially explicit agencies based on independently derived faculty views about outcome emphasis and accrediting rigor indicated that mo...
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| Veröffentlicht in: | The Journal of higher education (Columbus) 1989-01, Vol.60 (1), p.1-20 |
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| container_title | The Journal of higher education (Columbus) |
| container_volume | 60 |
| creator | Hagerty, Bonnie M. K. Stark, Joan S. |
| description | Content analysis revealed that specialized accreditors include few explicit educational outcome statements in published standards. An exploratory comparison of differentially explicit agencies based on independently derived faculty views about outcome emphasis and accrediting rigor indicated that more experience and firmer data are needed to judge the impact of explicit standards. |
| doi_str_mv | 10.1080/00221546.1989.11778821 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0022-1546 |
| ispartof | The Journal of higher education (Columbus), 1989-01, Vol.60 (1), p.1-20 |
| issn | 0022-1546 1538-4640 |
| language | eng |
| recordid | cdi_crossref_primary_10_1080_00221546_1989_11778821 |
| source | Jstor Complete Legacy; Periodicals Index Online |
| subjects | Accreditation Accreditation (Education) Architectural education Architecture College faculty College teachers Curricula Education Educational activities Educational assessment Educational evaluation Educational standards Evaluation Health outcomes Outcomes of education Professional education Professional standards School accreditation Social work Surveys |
| title | Comparing Educational Accreditation Standards in Selected Professional Fields |
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