1. ASPA Update for Association of Accrediting Agencies of Canada
Joseph Vibert, ASPA Executive Director
April 2019; Ottawa ON

2. “Regulation” of Higher Education / Accreditation
Federal Recognition – US Secretary of Education
“links” (federal laws requiring accreditors to recognized so students and institutions can access federal funds)
Voluntary Recognition – Council for Higher Education (CHEA)
States
authorize institutions
Licensure / certification of professions
Association of Specialized and Professional Accreditors

3. Higher Education Act
accreditors must be “separately incorporated and independent” from parent association
focus on “student learning and educational outcomes” – reduced attention to inputs (resources and processes such as facilities and equipment)
accreditors must have competency-based review capabilities
religious mission - onus on accreditor to prove that any adverse action taken against an institution is not the result of the institution’s religious mission
completion and workforce participation are the most important student achievement outcomes
Education Department should veto accreditation standards that are too low and set consistent consequences that accreditors impose if their standards are not met
accreditors must publish their measures and standards for student achievement and the rationale for measures and standards
post secondary student data system
federal programs such as Title IV student loans and scholarships under the HEA, Veterans Affairs residencies and employment, and various funding programs offered by the U.S. Department of Health and Human Services
Separate from associations – especially when the association has institutional and individual members, certification, etc.
Association of Specialized and Professional Accreditors

4. Negotiated Rulemaking
rules to implement Higher Education Act – requirements for accreditors to be recognized
“respect” for religious mission
credential inflation – employers must pay higher salaries
separate and independent – sharing space and services with parent association is indication of undue influence
emploe
Association of Specialized and Professional Accreditors

5. CHEA Recognition Policies – 2019
programs must meet all standards to be accredited
7 year recognition cycle (reduced from 10 years)
focus on program performance (student achievement), less attention to inputs
timely action to prevent substantially underperforming programs from achieving or maintaining accredited status
strong quality improvement capacity - accreditors and programs – QA versus QI
attention to innovation
application of indicators to determine institution or program performance weakness, procedure for intervention and options for action by the accrediting organization in such cases
Association of Specialized and Professional Accreditors

6. ASPA Strategic Activities
Advocacy – issues impacting and value of accreditation
Hill visits
Outcomes report; Employer engagement report
Students and high school counsellors
Member Services/Education
Professional development and educational programming
Guidelines for good practice (risk management, site visitor practices)
Relationship Building
Stakeholder conferences, meetings, work groups
Association of Specialized and Professional Accreditors

7. ASPA Professional Development – Spring/Fall Conferences
Technology for all aspects of operations
Outcomes and communicating value of accreditation
Quality improvement processes for accreditors
Support and training for programs in the accreditation process
Risk Management: consistency and fairness; legal issues surrounding denial of accreditation; due process and appeals; public information – balancing risks with liability; complaints
Reminder – members of AAAC can attend ASPA conferences at the member rate
Association of Specialized and Professional Accreditors

8. Questions
Association of Specialized and Professional Accreditors