State-Level Program Approval and Review

Autor/in	Venters, Monoka
Institution	State Higher Education Executive Officers (SHEEO)
Titel	State-Level Program Approval and Review
Quelle	(2021), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; State Policy; Resource Allocation; Enrollment Trends; Disproportionate Representation; Minority Group Students; Program Evaluation; Equal Education; Statewide Planning; Governance; Educational Planning; Educational Quality; Governing Boards; State Aid; Program Administration; Maine; Georgia; Idaho; Louisiana; Nebraska; Missouri + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ressourcenallokation; Programme evaluation; Programmevaluation; Planwirtschaft; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsplanung; Quality of education; Bildungsqualität; Governing body; Governing bodies; Leitungsgremium
Abstract	Statewide higher education governing and coordinating boards have long been involved in academic planning, academic program review, and academic program approval. A detailed analysis of the templates that statewide boards require institutions to use during the program approval and review processes reveals the role these processes play in ensuring academic quality and ensuring that state resources are used wisely. Because most statewide boards are involved in academic program approval and review processes, the boards should take steps to continue to improve their processes. Specifically, statewide boards should ensure that templates exist for both processes and make the templates publicly available to provide transparency. Students often attend an institution to enroll in a specific program, and those programs have a tremendous impact on the likelihood that an individual student will successfully earn a credential. Therefore, individual programs play a key role in diversifying our colleges and universities and addressing existing equity gaps. However, many programs have serious equity gaps by race/ethnicity and gender. Therefore, individual programs ought to have articulated plans for attracting, enrolling, and graduating underrepresented students and other minoritized student populations. (ERIC).
Anmerkungen	State Higher Education Executive Officers. 3035 Center Green Suite 100, Boulder, CO 80301. Tel: 303-541-1600; Fax: 303-541-1639; e-mail: sheeo@sheeo.org; Web site: http://www.sheeo.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01