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Results highlight the prevalence of barriers such as regulation and funding constraints and identify drivers tied to labor markets, demographics, and costs, with implications for future quality review.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Engagement  \nCHEA/CIQG Publication Series  \nABOUT CHEA  \nThe Council for Higher Education Accreditation (CHEA) serves its member institutions through its advocacy for the value and independence of accreditation, its rigorous and demanding standards for the effectiveness of U. S. accrediting organizations, its service as an authority and repository of actionable research shaping the future of accreditation and quality assurance and its leadership and commitment to quality in higher education nationally and internationally.  \nABOUT NORC  \nNORC at the University of Chicago is an independent research organization that delivers reliable data and rigorous analysis to guide critical programmatic, business, and policy decisions. Since 1941, NORC has conducted groundbreaking studies, created and applied innovative methods and tools, and advanced principles of scientific integrity and collaboration. NORC conducts research in five main areas: Economics, Markets, and the Workforce; Education, Training, and Learning; Global Development; Health and Well-Being; and Society, Media, and Public Affairs.  \n© 2019 Council for Higher Education Accreditation.  \nResearch publications, presentations, newsletters, advisory statements, fact sheets, brochuresand reports available on this site (excluding publications for purchase and our databases) can be copied and distributed, as long as you (1) do not modify or adapt the materials,(2) do not use the materials for commercial purposes,(3) provide appropriate attribution to CHEA, and (4) notify recipients of CHEA’s restrictions on use of the materials. Please note this is just a summary of your rights. Please see our Terms of Use for further details regarding your actual licensed rights.  \nTable of Contents  \nForeword  4  \nIntroduction  5  \nResearch Methods  5  \nFindings  6  \nAccreditors Report That Their Practices are Innovative  6  \nSubstantive Change as a Proxy for Innovation  6  \nTypes of Innovative Offerings that Accreditors Currently Review  6  \nMajority of Accreditors Do Not Review Nontraditional Providers  7  \nAccreditors Make Changes to Standards to Accommodate Innovation and Outcomes  8  \nTop-Reported Drivers of Innovation in Higher Education Include Labor Market, Demographics and Cost; Barriers to Innovation Include Regulation and Funding Constraints  8  \nTop-Reported Drivers of Innovation in Accreditation Include Demographics and Workplace Demands; Barriers to Innovation Include Regulation and Funding Constraints  10  \nAccreditors Shared Examples of Innovation Initiatives 11  \nConclusions and Implications  13  \nInstitutional Accreditors  13  \nProgrammatic Accreditors  13  \nImplications  13  \nResearch Considerations for the Future  14  \nForeword from CHEA  \nThis survey and its findings provide a  \ncomprehensive look at U. S. recognized institutional and programmatic accrediting organizations and what they report about how they address the challenge of innovation with quality in higher education. Conducted for the Council for Higher Education Accreditation (CHEA) by NORC at the University of Chicago in 2018, the work  \nis a continuation of CHEA’s longstanding commitment to encourage, lead and support greater capacity-building in accreditation to meet the challenge to innovate throughout higher education.  \nThe national conversation about innovation and the role of accreditation during the past several years has been driven by interest and concern in generating greater change in colleges, universities and programs. The desire for greater innovation, in turn, has been fueled by a number of factors, including technological developments applied to higher education such as predictive analytics, big data, artificial intelligence and augmented reality, transforming teaching and learning and how higher education operates. Interest in innovation is fueled by the emergence of alternative providers of higher educa","cbCaibOEoPhteBG9","https://ap.wps.com/l/cbCaibOEoPhteBG9","pdf",1756387,16,"English","# Foreword\n# Introduction\n# Research Methods\n# Findings\n## Accreditors Report That Their Practices are Innovative\n## Substantive Change as a Proxy for Innovation\n## Types of Innovative Offerings that Accreditors Currently Review\n## Majority of Accreditors Do Not Review Nontraditional Providers\n## Accreditors Make Changes to Standards to Accommodate Innovation and Outcomes\n## Top-Reported Drivers of Innovation in Higher Education Include Labor Market, Demographics and Cost; Barriers to Innovation Include Regulation and Funding Constraints\n## Top-Reported Drivers of Innovation in Accreditation Include Demographics and Workplace Demands; Barriers to Innovation Include Regulation and Funding Constraints\n## Accreditors Shared Examples of Innovation Initiatives\n# Conclusions and Implications\n## Institutional Accreditors\n## Programmatic Accreditors\n## Research Considerations for the Future","[{\"question\":\"What is the purpose of the CHEA and NORC survey on innovation?\",\"answer\":\"The survey documents how U.S. recognized accrediting organizations address innovation with quality in higher education, based on their reported practices and findings.\"},{\"question\":\"Which kinds of innovation are most often referenced by accrediting organizations?\",\"answer\":\"Accreditors most often describe innovation in terms of distance education, competency-based education, changes to accreditation standards, and the frequency of substantive change under federal oversight.\"},{\"question\":\"What barriers to innovation do accreditors report most frequently?\",\"answer\":\"Accreditors identify funding constraints and the traditional higher education business model as barriers, alongside regulation and funding constraints in related driver/barrier findings.\"}]","Innovation in Accreditation and Higher Education: Accrediting Organizations Describe Their Engagement | PDF",1792047604]