Your search found 289987 results.

Descriptors:
Certification; Counseling Psychology; Psychologists; Counselor Training; Counselor Qualifications; Academic Standards; Educational History; State Licensing Boards; Accreditation (Institutions); Specialists; Specialization; Minimum Competencies; Eligibility

Abstract:
Although specialty board certification by the American Board of Professional Psychology (ABPP) has been a valued standard for decades, the vast majority of counseling psychologists do not pursue board certification in the specialty. The present article provides a brief history of board certification in general and some historical information about the history of board certification in counseling psychology specifically. In addition, information about the examination process and some of the advantages of board certification for individuals as well as for the field of counseling psychology are provided. It is the authors' hope that the information provided will invite counseling psychologists across settings to (re)consider becoming board certified. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Private Schools; Accreditation (Institutions); Self Evaluation (Groups); Educational Change; Educational Innovation; Opportunities; Professional Associations; Role; Strategic Planning; Academic Standards; Reflection; Higher Education

Abstract:
Independent and other accredited schools and colleges are mandated every 10 years to devote considerable time, thought, and treasure to accreditation process. Formerly often regarded as hollow drudgery and something of a "pro forma" exercise, the accreditation process--the preparation of an exhaustive self-study, the sometimes welcome and sometimes disruptive descent of a visiting committee months afterward, completed by the often anti-climactic vote of the accrediting body--is increasingly viewed by schools as a golden opportunity. Clever souls in the world of accreditation have noted the substantive connection between the changes that schools must make and the once-humdrum-but-annoying process of accreditation. Since standards cover every aspect of a school's operations from the academic program to finances to health and safety, accreditation provides an extraordinary opportunity for schools to engage in the fundamental re-examination of practices in an era that practically screams out for change and innovation. The National Association of Independent Schools (NAIS), which does not accredit schools but which requires member schools to be accredited by an approved accrediting body, has come to play an important role in accreditation today. While the approach of another accreditation cycle may not exactly bring smiles to the faces of administrators and faculty, more and more they understand and appreciate the great and growing value of the process. Not only does accreditation give schools the opportunity to examine, correct, and improve the small, quotidian aspects of their work, but it also opens the door to considering and undertaking essential change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Program Effectiveness; Best Practices; Leadership Training; Student Leadership; Educational Development; Academic Standards; Guidelines; Outcomes of Education; Outcome Measures; Accreditation (Institutions); Self Evaluation (Groups); Institutional Evaluation; Institutional Research; Educational Quality; Quality Assurance; Position Papers

Abstract:
A critical step in the professionalization of the field of leadership education (Komives, 2011) and the evolution of leadership as a field of study (International Leadership Association [ILA], 2009) is the development of best practices, standards of practice, and guidelines for assessment of quality in program delivery and accomplishment of student learning and developmental outcomes. Leadership programs in the cocurriculum have been guided by the Council for the Advancement of Standards in Higher Education (CAS) since the first student leadership programs standard was adopted in 1996. This chapter overviews the ways in which standards are used to develop student learning outcomes and summarizes central documents in leadership education that aid in the design of quality programs. The chapter will focus on the CAS Student Leadership Program standard (CAS, 2009) and CAS self-assessment process, the Guiding Questions from the International Leadership Association (ILA), and the student competencies of the National Association of Campus Activities (NACA). Other related documents that inform this ongoing conversation will also be presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Community Colleges; Institutional Evaluation; Organizational Change; Accreditation (Institutions); Organizational Effectiveness; School Effectiveness; Educational Practices; Academic Standards; Organizational Theories; Self Evaluation (Groups); Benchmarking; Measurement Objectives; Measurement Techniques; Best Practices

Abstract:
The six regional accrediting agencies in the United States have created a set of standards based on best practices in colleges and universities. The evolving perception of an effective institution is one that uses data, assessment, and evaluation results to improve programs and services and strives for a high level of institutional quality. While the regional accrediting agencies require institutional effectiveness (IE) within colleges and universities, institutions need to recognize the value of IE in transforming institutional culture and focusing attention on student success and institutional improvement. Colleges that participate in IE as a function of compliance do not reap the benefits that colleges that use it as an institutional change agent do. "Institutional effectiveness" is a term that has been around for more than 25 years, and although there are commonalities among the regional accrediting agencies, no single agreed-on definition exists. In this article, institutional effectiveness is defined in light of the requirements of the six regional accrediting agencies, common terms are delineated, and the processes and practice of institutional effectiveness in community colleges is explored. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Achievement; Eligibility; Athletes; Graduation Rate; College Athletics; Team Sports; Academic Standards; Scores; Higher Education; Intercollegiate Cooperation

Abstract:
The public service announcements during NCAA sports events use the tagline, "There are over 400,000 student-athletes in the NCAA... and almost all of them will go pro in something other than sports." The numbers behind the claim are stark and the message is clear: college graduation matters. In 2011, university presidents affirmed their commitment to academic success by increasing initial-eligibility standards beginning in 2016. For nearly 20 years, NCAA members have made decisions about eligibility of student-athletes based on research, with the goal of strengthening the academic success of student-athletes. NCAA members are motivated by the principle that participation in intercollegiate athletics is part of the higher education experience; student-athletes must be students first. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (146K) |  More Info:
Help Find in a Library

Descriptors:
Higher Education; Testing; Standardized Tests; Foreign Countries; Education Work Relationship; Program Implementation; Performance Factors; Comparative Education; Comparative Testing; Evaluation Criteria; Evaluation Methods; Evaluation Needs; Evaluation Problems; Academic Standards; Accreditation (Institutions); Outcomes of Education; College Outcomes Assessment; Academic Ability; Knowledge Level; Achievement Tests

Abstract:
Standardized testing for higher education has been much in the news in the US over the last few years. In the wake of the Spellings Commission, the clear intent of the Department of Education's (USDOE) position in negotiated rulemaking in 2007 was to mandate its use in accreditation. Standardized testing is also a central feature of the Voluntary System of Accountability (VSA), implemented by the Association of Public Land Grant Universities (APLU) and the American Association of State Colleges and Universities (AASCU). And a standardized instrument--the Collegiate Learning Assessment (CLA)--generated most of the data used in Arum and Roksa's popular indictment of collegiate learning, "Academically Adrift." In a rapidly "flattening" world, it should therefore come as no surprise that the phenomenon has gone global. This article discusses the Assessment of Higher Education Learning Outcomes (AHELO), a 17-country initiative of the Organisation for Economic Cooperation and Development (OECD) aimed at assessing student knowledge and abilities in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Quality; Quality Control; Foreign Countries; Quality Assurance; Accreditation (Institutions); Institutional Evaluation; Comparative Analysis; Comparative Education; Educational Practices; Stakeholders; Academic Standards; National Standards; Higher Education; College Planning; Case Studies; College Administration; Alignment (Education)

Abstract:
Over the last two decades, considerable progress has been made in establishing and implementing robust, comparable quality assurance processes throughout much of the European higher education sector. However, concerns persist over degree portability and recognition as current systems are rooted in national contexts. In particular, specialised accreditation for professional degrees is ill-understood cross-nationally. This study explores approaches and practices in quality assurance and accreditation for professional degrees using the example of urban, regional and spatial planning. Schemes in the UK, Poland and Germany reveal considerable variation in stakeholder influence and involvement of the profession in accreditation. Closer alignment of curricula with professional standards seems to increase practice-relevance and recognition nationally but not necessarily degree portability within Europe. International or pan-European professional accreditation would therefore be desirable but remains so far elusive. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Journalism Education; Journalism; Educational Needs; Scholastic Journalism; Reader Response; Change Strategies; Educational Change; Relevance (Education); Curriculum Evaluation; Educational Objectives; Educational Philosophy; Educational Practices; Academic Achievement; Excellence in Education; Academic Standards; Educational Quality

Abstract:
On June 4 this year, Howard Finberg of the Poynter Institute gave a speech called "The Future of Journalism Education" at the European Journalism Centre's twentieth anniversary celebration in Maastricht, the Netherlands, in which he presented the results of a survey of journalists and journalism professors about the value of a journalism degree, among other things. Finberg spent the rest of his speech bragging about Poynter's News University, encouraging journalism schools to offer a lot of News University-type online courses, saying that "maybe a journalism degree isn't the endgame" (after earlier having said "I do NOT suggest that this survey says that a degree is unimportant"), suggesting that journalism and mass communication (J&MC) programs do "practical research, not just academic exploration," and pushing a combination of student work portfolios that go way beyond "just traditional clips or tapes" and "digital badges that represent skills or other competences" of students in addition to the uber-portfolio and the course transcript. Finberg packed quite a bit into this Maastricht speech, and it requires more than a little bit of unpacking, which the author does in this article without defending the status quo. In sum, the author points out that a sincere goal of true excellence, which would involve, among other things, all journalism students producing News21-like work, would lead to meeting Carnegie Corp.'s three journalism "needs." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Higher Education; Quality Assurance; Global Approach; Competence; Educational Technology; Academic Standards; Electronic Learning; Development; Accreditation (Institutions); International Cooperation; International Educational Exchange; Foreign Countries

Abstract:
Responding to the impact of globalization on delivering education and the increasing need to adapt to the needs of economic and social life, higher education institutions (HEI) effectiveness is depending on the use of technology and contribution to national development. While increasing access to higher education remains to be an important objective of national development, this paper shows how conscious use of education standards and technology as learning resources can have a significant role in building globally competent human resources. The focus of this paper is on such positive practices implemented at Zagreb School of Economics and Management (ZSEM). Since its foundation in 2002, the school is promoting the use of technology and demonstrating its quest for excellence through internalization and application of international education standards. Today ZSEM has around 1400 students and about 150 courses With integrated e-learning system While currently 7% of students take part in various types of international exchange. (Contains 3 figures, 2 tables, and 1 footnote.) [This paper was published in: University Education in Transition--Transition in University Education: Modern and Universal. Second International Scientific Conference Proceedings (Belgrade, December 2011). p177-184. Published by Higher Education Institution for Applied Studies for Entrepreneurialship, Belgrade, Karadjordjeva. ISBN 978-86-86707-43-7.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (836K)

Descriptors:
Higher Education; Commercialization; Curriculum Design; Foreign Countries; Case Studies; Sustainability; International Education; Educational Quality; Excellence in Education; Networks; Educational Administration; Educational Practices

Abstract:
This article examines how commodification and consumerism have sharpened the discourse of internationalization in Taiwan's higher education. Given the strong sense of crisis in the less prestigious universities, this article argues that internationalization is only a means to survive instead of a pursuit of excellence to these universities. This empirical finding leads us to rethink the concept of internationalization and its relevance and application to Taiwan's higher education. This article adopts a case study approach to investigate the practices of internationalization, including program and institutional mobility, overseas networking, curriculum design, teaching, and administrative support. The implications of these internationalization practices for sustainability and quality in higher education development are then discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website