Plenary: The New ARCU-SUR Regional Accreditation Standards

2020 ◽  
Author(s):  
Roberto Giordano Lerena ◽  
Daniel Elso Morano
Keyword(s):  
Regional Accreditation ◽  
Accreditation Standards

Introduction

2014 ◽  
pp. 1-24
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Technological Innovations ◽  
Higher Education Administrators ◽  
Traditional Classrooms ◽  
Online Pedagogy ◽  
Regional Accreditation ◽  
Accreditation Standards ◽  
Education Administrators

Online pedagogy is among the most important and timely developments within higher education. Administrators and regional accrediting agencies set forth standards of education, many of which predate the advent of online education. Therefore, additional standards have been developed to compensate for the technological innovations utilized in and in lieu of traditional classrooms. This chapter serves as an overview and introduction into online pedagogy and exploration of its role in the regional accreditation standards. In particular, this chapter lays the groundwork for the detailed standards and accreditation information to be discussed in chapters 2 and 3.

Critical Analysis of Patient and Family Rights in JCI Accreditation and Cbahi Standards for Hospitals

2018 ◽  
Vol 6 (7) ◽  
pp. 324
Author(s):  
Zuber Mujeeb Shaikh
Keyword(s):  
Health Care ◽  
Saudi Arabia ◽  
Critical Analysis ◽  
Secondary Data ◽  
Joint Commission ◽  
Primary Data ◽  
Kingdom Of Saudi Arabia ◽  
Accreditation Standards ◽  
Joint Commission International ◽  
Central Board

Patient and Family Rights (PFR) is a common chapter available in the Joint Commission International (JCI) Accreditation[i] (fifth edition) and Central Board for Accreditation of Healthcare Institutions (CBAHI) Standards for hospitals (second edition)[ii]. JCI Accreditation is a USA based international healthcare accrediting organization, whereas CBAHI is the Kingdom of Saudi Arabia based national health care accrediting organization. However, both these standards are accredited by Ireland based International Society for Quality in Health Care (ISQua), which is the only accrediting organization who “accredit the accreditors' in the world. In Patient and Family Rights (PFR) chapter of JCI Accreditation for hospitals, there are nineteen (19) standards and seventy-seven (77) measurable elements (ME) whereas in CBAHI Accreditation there are thirty one (31) standards, ninety nine (99) sub-standards and fifty (50) evidence(s) of compliance (EC). The scoring mechanism is totally different in both these accrediting organizations. The researcher has identified thirty two (32) common parameters from JCI Accreditation and CBAHI standards, intent statement, measurable elements, sub-standard and evidence of compliance. On the basis of these identified common parameters, the researcher has compared the Patient and Family Rights chapter in JCI Accreditation and CBAHI Standards. Methods: This is a comparison study (normative comparison) in which the researcher has critically analyzed and compared the Patient and Family Rights (PFR) standards of JCI (Joint Commission International) Accreditation of USA (United States of America) and CBAHI (Central Board for Accreditation of Healthcare Institutions) of the Kingdom of Saudi Arabia. Data Collection: Primary data are collected from the JCI Accreditation Standards for hospitals, fifth edition, 2013 and CBAHI Standards for hospitals of Kingdom of Saudi Arabia, second edition, 2011. Secondary data are collected from relevant published journals, articles, research papers, academic literature and web portals. Objectives of the Study: The aim of this study is to analyze critically Patient and Family Rights (PFR) Standards in JCI Accreditation and CBAHI Standards to point out the best in among both these standards. Conclusion: This critical analysis of Patient and Family Rights (PFR) Standards in JCI Accreditation and CBAHI Standards for hospitals clearly show that the PFR Standards in CBAHI Standards are very comprehensive than the JCI Accreditation standards.

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

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