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Academic Leadership Journal

Abstract

Quality enhancement in higher education is rapidly emerging as a major national and international issue. Rahman (2005) identifies an international movement to promote quality enhancement through “accreditation councils, degree program standardization, quality enhancement cells, quality faculty, and curriculum review.” According to Rahman, the movement is intended to develop “a vision for the higher education system with quality, equity, and efficiency.” Rahman also points out that the United States faces the need to evaluate the validity and quality of accreditation processes in light of the increase in dot-com universities and diploma mills. El-Khawas (1998) indicates that world-wide attention has shifted to an expanded focus on quality improvement in both undergraduate and graduate level programs. In the United States federal and state funding have become the rewards for attainment of recognized accreditations. In 1998, the Commission on Higher Education (CHE) shifted the oversight of the reporting process to programmatic, national, and regional accrediting agencies.

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