The Future of the Academy– Societal Changes; Accreditation; Accountability APLG/FSA 2008: Strategies for a Complex World Jon Wergin Antioch University.

The Future of the Academy– Societal Changes; Accreditation;

Accountability

APLG/FSA 2008:Strategies for a Complex World

Jon WerginJon WerginAntioch UniversityAntioch University

[email protected]@phd.antioch.edu

I. SocietalI. Societal changeschanges

Democratization of accessDemocratization of access Digital revolutionDigital revolution Democratization of knowledgeDemocratization of knowledge Faculty demographicsFaculty demographics

How are these affecting the How are these affecting the academy?academy?

Shift in power from institutions to Shift in power from institutions to studentsstudents

Generational differencesGenerational differences Challenges to “legitimate Challenges to “legitimate

knowledge”knowledge”

Accounting PhD Program Accounting PhD Program InformationInformation

AAA/APLG/FSA Doctoral Education AAA/APLG/FSA Doctoral Education CommitteeCommittee

(89 schools)(89 schools)

5. 5. What qualities do you look for in What qualities do you look for in students applying to your school?students applying to your school?

Intelligence/AcademicsIntelligence/Academics 13%13%

Communication/WritingCommunication/Writing 1212

Specific skill setsSpecific skill sets 1111

Work ethic/MotivationWork ethic/Motivation 1111

Research potentialResearch potential 1010

Intellectual curiosityIntellectual curiosity 9 9

(others less than 8%)(others less than 8%)

(average of 3 qualities per school)(average of 3 qualities per school)

“In the varied topography of professional practice, there is a high, hard ground overlooking a swamp. On the high ground, manageable problems lend themselves to solution through the use of research-based theory and technique. In the swampy lowlands, problems are messy and confusing and incapable of technical solution. The irony of this situation is that the problems of the high ground tend to be relatively unimportant to individuals or to society at large, however great their technical interest may be, while in the swamp lie the problems of greatest human concern…

… The practitioner is confronted with a choice. Shall he remain on the high ground where he can solve relatively unimportant problems according to his standards of rigor, or shall he descend to the swamp of important problems where he cannot be rigorous in any way he knows how to describe?”

- Donald Schon, - Donald Schon, Change MagazineChange Magazine, , November/December 1995November/December 1995

II. AccountabilityII. Accountability

““The most advocated and The most advocated and least analyzed word in higher least analyzed word in higher

education.” - Joseph Burkeeducation.” - Joseph Burke

Six demands of Six demands of accountability for public accountability for public

agenciesagencies Serve public needsServe public needs Use powers properlyUse powers properly Work to achieve mission or prioritiesWork to achieve mission or priorities Account for resources used and Account for resources used and

outcomes createdoutcomes created Report on performance publicly Report on performance publicly Ensure quality of programsEnsure quality of programs

““Quality… You know what it is, Quality… You know what it is, yet you don’t know what it is.”yet you don’t know what it is.”

- Robert Pirsig, - Robert Pirsig, Zen and the Art of Zen and the Art of Motorcycle MaintenanceMotorcycle Maintenance

Characteristics of a Quality Characteristics of a Quality Academic Program Academic Program

A diverse and supportive academic A diverse and supportive academic communitycommunityA culture of collective responsibilityA culture of collective responsibilityA commitment to excellence in teaching, A commitment to excellence in teaching, student learning, and scholarshipstudent learning, and scholarshipA culture of critical reflectionA culture of critical reflectionVisionary leadership from faculty and chairVisionary leadership from faculty and chairAdequate resources for students and faculty Adequate resources for students and faculty

Accountability to Accountability to whomwhom, , and for and for whatwhat??

To whom: From the “common good” To whom: From the “common good” to individual gainto individual gain

For what: From stewardship to For what: From stewardship to learning outcomeslearning outcomes

Accountability for results Accountability for results is dangerous.is dangerous.

III. Accreditation:III. Accreditation:higher education’s face of higher education’s face of

public accountabilitypublic accountability

Spellings CommissionSpellings Commission

AccessAccess Cost and affordabilityCost and affordability Financial aidFinancial aid LearningLearning Transparency and accountabilityTransparency and accountability InnovationInnovation

““We believe that improved accountability is vital We believe that improved accountability is vital to ensuring the success of all the other reforms to ensuring the success of all the other reforms we propose. Colleges and universities must we propose. Colleges and universities must become more transparent about cost, price, and become more transparent about cost, price, and other student success outcomes, and must other student success outcomes, and must willingly share this information with students and willingly share this information with students and families… This information should be made families… This information should be made available to students, and reported publicly in available to students, and reported publicly in aggregate form to provide consumers and aggregate form to provide consumers and policymakers an accessible, understandable way policymakers an accessible, understandable way to measure the relative effectiveness of different to measure the relative effectiveness of different colleges and universities.”colleges and universities.”

- Spellings Commission final report, August 2006- Spellings Commission final report, August 2006

Recent developments in Recent developments in accreditationaccreditation

Federal government turning up the heat on Federal government turning up the heat on accreditorsaccreditors

Divergent responses by higher ed associations:Divergent responses by higher ed associations: ““College Portrait” - NASULGC and AASCU - conduct and College Portrait” - NASULGC and AASCU - conduct and

release results from standardized testsrelease results from standardized tests ““New Leadership for Student Learning and New Leadership for Student Learning and

Accountability” - AAC&U and CHEAAccountability” - AAC&U and CHEA

““Quality standards must be set and met Quality standards must be set and met by institutions themselves and not by by institutions themselves and not by external agencies… [Institutions should] external agencies… [Institutions should] gather evidence about how well students gather evidence about how well students in various programs are achieving in various programs are achieving learning goals across the curriculum and learning goals across the curriculum and about the ability of graduates to about the ability of graduates to succeed…”succeed…”

““New Leadership for Student Learning New Leadership for Student Learning and Accountability: A Statement of and Accountability: A Statement of Principles, Commitments to Action,” Principles, Commitments to Action,” January 2008January 2008..

Social changes + Social changes + accountability + accountability + accreditation = accreditation =

??

Social changes +Social changes +Accountability +Accountability +Accreditation =Accreditation =

Heightened demand for “access”Heightened demand for “access” Flexibility in educational deliveryFlexibility in educational delivery Intentional connection of academic Intentional connection of academic

programs with professional practiceprograms with professional practice Collective reflection about “quality”Collective reflection about “quality” Clearer definition of “learning” and Clearer definition of “learning” and

universities’ responsibility for ituniversities’ responsibility for it Inside-out assessmentInside-out assessment Greater public transparencyGreater public transparency

How can accounting programs avoid How can accounting programs avoid “reform without change”?“reform without change”?

Ensure that environments of quality are in Ensure that environments of quality are in place.place.

Base curricula on how people learn.Base curricula on how people learn. Avoid linear thinking.Avoid linear thinking. Challenge existing reward systems. Challenge existing reward systems. Recognize and balance inherent tensions.Recognize and balance inherent tensions.

Responsiveness vs. responsibilityResponsiveness vs. responsibility Individuality vs. collaborationIndividuality vs. collaboration Vision vs. realityVision vs. reality Valuing the past vs. being open to the futureValuing the past vs. being open to the future