Traditionally, data analysis in higher education has focused on job market trends and the skills needed to shape program development. While this approach is valuable, consideration of whether these opportunities are available to marginalized communities is often neglected. The certification process provides a platform to correct this oversight. By examining the impact of programs on underserved populations from an institutional mission perspective, universities can similarly shape their offerings to create pathways to meaningful employment and economic mobility. It can be adjusted.
One important mechanism for driving innovation through accreditation is through rigorous testing of program effectiveness across institutions. This includes more than just course completion, enrollment, graduation rates, and employment ratings. Institutions should look more closely at data by protected class, including age, race, Pell eligibility and income level, and prepare to ensure equitable outcomes and student success. Additionally, post-graduation tracking provides valuable insight into students' long-term success, allowing universities to improve their approaches and interventions.
To truly harness the transformative power of accreditation, institutions must take a proactive stance toward innovation. University committees, made up of internal and external experts from diverse backgrounds, play a critical role in collecting and analyzing data that goes beyond just numbers and explores the challenges faced by underserved communities. They can and should play an important role in providing a contextualized understanding of issues. Similarly, curriculum committees should continually evaluate the relevance and effectiveness of existing programs in driving innovation within the workforce.
Importantly, the potential for accreditation to promote equity extends beyond the campus. By strategically aligning their educational efforts with the needs of broader society, universities can become agents of change in struggling communities. By prioritizing innovation and equity in the accreditation process, educational institutions have the potential to break the cycle of poverty and empower individuals to build generational wealth.
However, realizing this vision requires a fundamental change in organizational culture. Rather than treating reaffirmation as a bureaucratic task, universities must approach reaffirmation with intention and purpose and reflexively focus on their mission. This means avoiding last-minute preparations in favor of ongoing efforts to drive meaningful change. This change also means that institutional leadership, from the institution's governing body to the president, must be involved in the accreditation process and recognize the untapped opportunities that the revalidation and accreditation process presents for institutions. By embracing innovation as a core tenet of accreditation, institutions can pave the way to a more equitable and inclusive higher education environment.
Accreditation has tremendous potential as a driver of innovation and equity in higher education. By reframing the revalidation process as an opportunity for change, institutions can leverage accreditation to uplift underserved communities and foster long-term social impact. Only through a concerted effort to prioritize innovation and equity can universities truly fulfill their mission to serve all students, regardless of their background or circumstances.
“In a democratic society, we must live cooperatively and serve the communities in which we live to the best of our ability. For our own success to be authentic, we must rely on the success of others. We need to contribute to the eleanor roosevelt
About the co-authors
Merrill L. Irving Jr. is a senior executive in advisory services at Ferilli, a higher education consulting firm. She has over 27 years of experience in higher education. A former university president, Mr. Irving was named University President of the Year by the Minnesota State University Student Association (LeadMN) in 2017 for his dedication to equity, inclusion, and student success.
Joe Alice Blondin serves as president of Clark State University, chair of the Commission on Higher Education, and director of the National Council on Workforce Education. She served as chancellor for 11 years, and for seven years prior to that she served as chancellor of Arkansas Tech University of the Ozarks. Blondin is focused on realizing the missions of the institutions she has served and is known for her student-centered approach and focus on workforce development.
Blondin is a commentary contributor for the News-Sun community.