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Building the Intentional UniversityMinerva and the Future of Higher Education$
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Stephen M. Kosslyn and Ben Nelson

Print publication date: 2017

Print ISBN-13: 9780262037150

Published to MIT Press Scholarship Online: May 2018

DOI: 10.7551/mitpress/9780262037150.001.0001

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PRINTED FROM MIT PRESS SCHOLARSHIP ONLINE (www.mitpress.universitypressscholarship.com). (c) Copyright The MIT Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MITSO for personal use.date: 25 May 2022

Accreditation: Official Recognition of a New Vision of Higher Education

Accreditation: Official Recognition of a New Vision of Higher Education

(p.349) 26 Accreditation: Official Recognition of a New Vision of Higher Education
Building the Intentional University

Teri Cannon

The MIT Press

American accrediting agencies have been under increasing pressure from the government, employers, and other policy makers. These agencies are being asked to hold accredited educational institutions accountable for student learning outcomes, on-time retention and completion, and other key indicators of institutional and student success. At the same time, accreditors are often accused of stifling innovation in education with unnecessarily restrictive policies, bureaucratic and burdensome procedures, and a peer review process that is biased against new ideas and entrants into the sector. We faced these dynamics in seeking approval for Minerva to affiliate with the Keck Graduate Institute and to offer its programs in a delivery modality that had never been seen before. The process required us to build support for innovation while demonstrating the evidence-based foundation for our curriculum and teaching methods and to balance the new with generally accepted and traditional indicators of quality.

Keywords:   Accreditation, limited learning, retention and completion, workplace skills, diversity, student debt

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