FALL 2005

In this issue:Still Time to Register for DETC’s Fall WorkshopStrategic Marketing and E-LearningAn Interview with Judith Eaton, President of CHEAOpen Letter to the Nation’s Collegiate Registrars and DeansSusan Reilly Retires from DETC

DETC NEWS

Susan Reilly Retires from DETC

1D E T C N E W S • S P R I N G 2 0 0 5

Contents

Still Time to Register for the DETC Fall Workshop .........................................

Executive Director’s Diary ..............................................................................

Report from the Accrediting Commission ........................................................

Mark Your Calendars for these 2006 DETC Meetings ...................................

Newly Accredited Institution ............................................................................

Hadley Inducted into the Blindness Hall of Fame ............................................

Strategic Marketing of E-Learning ...................................................................

An Interview with Judith Eaton, President of CHEA ......................................

Susan Reilly Retires from DETC .....................................................................

New Director of Accreditation ........................................................................

Open Letter to the Nation’s Collegiate Registrars and Academic Deans .......

Workshop Registration and Hotel Reservation Forms .....................................

On Cover: Mr. Henry Spille, DETC’s Accrediting Commission Chair, presents SusanReilly with a “Certificate forOutstanding Service” (see page 15).

DETC NEWS - FALL 2005

DETC NEWS—Published by the DistanceEducation and Training Council, 1601 18thStreet, N.W., Washington, D.C. 20009 (202-234-5100).

The Distance Education and Training Coun-cil (DETC) a nonprofit, voluntary associationof accredited distance study institutions, wasfounded in 1926 to promote sound educationalstandards and ethical business practices withinthe distance study field. The independent DETCAccrediting Commission is listed by the UnitedStates Department of Education as a “nation-ally recognized accrediting agency.” The Ac-crediting Commission is also a charter memberof the Council for Higher Education Accredi-tation (CHEA).

DETC Staff:Executive Director:Michael P. Lambert

Assistant Director and News Editor:Sally R. Welch

Director of Accreditation:Susan M. Reilly

Director of Meetings and Accounts:Cynthia G. Donahue

Assistant to the Accrediting Coordinator:Adriene L. Crossland

Information Specialist:Jennifer A. Tobia

Legal Counsellor:Joseph C. Luman

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1D E T C N E W S • F A L L 2 0 0 5

Still Time —

To Register for the DETCFall Workshop

HistoricHotel HersheyHershey, PA

(continued)

There’s still time to register forDETC’s always-popular Fall Workshop.This meeting is for DETC Educators,Administrators and Marketers. The Work-shop is October 16-18, with an Accredita-tion Seminar on October 19th. Mr. KevinMcCloskey, President of Blackstone Ca-reer Institute, is the Chair of the Work-shop. The Workshop’s theme is, “Plan,Act, Evaluate: Taking it to the NextLevel.” An interesting and exciting pro-gram is planned.

The DETC Research and EducationalStandards Subcommittee will meet at 3:00p.m. and the Business Standards Subcom-mittee will meet at 4:00 p.m. on Sunday,October 16th. The first Workshop sessionbegins at 9:00 a.m. on Monday, October17th and concludes at 4:30 p.m. on Tues-day, October 18th.

There will be an Accreditation Semi-nar on Wednesday, October 19th, whichbegins at 8:00 a.m. and ends at 3:30 p.m.Lunch is provided. To register, check theappropriate space on the registration form.

Optional DETC Golf Outing onSunday Morning

DETC meeting attendees will haveaccess to the nearby Hershey CountryClub’s spectacular championship courses,rated in the Top 50 Resort Courses byGolf Digest Magazine.

For the Sunday golf outing, a Pre-Workshop sign-up is required (GreensFees and other golf fees are to be paid byparticipant at the Club’s Pro Shop). This isa highly exclusive country club, and thereare only limited slots available to DETC, sogolf tee-times will be on a first-come, first-served basis. This will not be a tournament,but simply groups of DETC foursomes.

Register Today!

To view the proposed Workshop Pro-gram, go to www.detc.org and select“About Us” and “Meetings and Reports.”The registration fee includes all sessions,

D E T C N E W S • F A L L 2 0 0 52

(Still Time to Register for the DETCFall Workshop, continued)

meals and activities listed on the program.Registration is for the full Workshop. Thereis no partial registration. Registrations mustbe made by October 7th. The DETCmember rate is $925 for the first person,and $875 for each additional person. Thenon-member rate is $1,175 for the firstperson, and $1,075 for each additionalperson. The accompanying person’s fee(meals only) is $250. Payment may bemade by check only (made payable to“DETC”). Please send your check and“Workshop Registration Form” (found onpage 25) to Ms. Cindy Donahue at theCouncil’s office. You will be registeredfor the Workshop only when your pay-ment and Workshop Registration Formare received and a confirmation letter hasbeen sent. If you have questions, pleasecall Cindy Donahue at 202-234-5100,ext.104 or e-mail cindy@detc.org. Regis-trations will not be accepted at the door.

Workshop Theme: Plan, Act,Evaluate: Taking it to the Next Level

The Workshop Program was designedwith the interests of both Educators andMarketers in mind. A survey of the DETCmembership was conducted and sessionswere created from the most popular topicsselected.

The Hotel Hershey

The Hotel Hershey is a world-classresort, an intimate expression of grandeurwith its majestic formal gardens, hand-

sculpted fountains, and Spanish-influencedarchitecture. The guest rooms are lavish,with breathtaking vistas. This is a place toawaken your senses, soothe your soul, andexperience the finest in elegance and ser-vice.

You must make your hotel reserva-tions directly with the hotel by using the“Hotel Reservation Form” found on page25 or DETC’s web site. The special stan-dard/single or double DETC room rate is$199. To receive this room rate, your hotelroom reservations must be made by nolater than September 12, 2005. If youmake your reservations by phone, pleasestate that you are attending the DETCWorkshop. The DETC is holding a spe-cific number of rooms, and we anticipatethat these will go quickly. So to avoiddisappointment, we suggest you make yourreservations today by calling 1-717-533-2171 or faxing the “Hotel ReservationForm” to Reservations at 1-717-534-8668.

Accreditation Seminar

The DETC Accrediting Commissionwill conduct an Accreditation Seminar onWednesday, October 19th, at the HotelHershey. Seminar topics range from “TheSteps in the Accreditation Process” to the“Do’s and Don’ts for Evaluators.” TheAccreditation Seminar starts at 8:00 a.m.and ends around 3:30 p.m. Registrationfee for the Seminar is $150. The feeincludes a continental breakfast, lunch andall Seminar material. You may register forthe Accreditation Seminar by checkingthe appropriate space on the “WorkshopRegistration Form.”

3D E T C N E W S • F A L L 2 0 0 5

Executive Director’s Diary

byMichael P. Lambert

(continued )

The Role of Accreditation

What is the role that accreditationshould play in our fast-changing world,where educational institutions are evolv-ing from a 19th century industrial produc-tion model to a multi-faceted hybrid ofdelivery modes and technologically so-phisticated delivery vehicles of lifelonglearning?

It seems to depend on who is respond-ing to the question, and what their perspec-tive is on this complicated construct welabel “accreditation.” To—

• legislators and regulators, it is a“gatekeeper and watch-dog” for Fed-eral funding.

• the general public and students, it is a“badge of academic quality” or “seal ofapproval” and assurance of institutionalintegrity. Students may not always beable to define the term precisely, butmarketing research tells us that it is oneof the three most important things theylook for when selecting an institution.

• consumer protection agencies, it is asource for getting institutional informa-tion and for resolving student complaints.

• corporate human resource officials, it isa surrogate for trustworthiness for tu-ition assistance funding for employees.

• institutions, it can be an external sourceto stimulate self-improvement and en-gage in institutional renewal. It can alsobe—to those staff charged with creat-ing documentation for self-evaluationreporting—a quintennial “nuisance.”

• institution staff and faculty, it representspeer review feedback, an endorsementof academic practices and a great sourcefor professional development.

• some institutions, accreditation is a “ticketto be punched” to get admitted to theFederal Student Aid Dance. Period.So it would appear that the definition of

accreditation varies according to the userof it.

To our way of looking at it, accredita-tion can be best appreciated by looking at

D E T C N E W S • F A L L 2 0 0 54

(continued on page 22)

(Executive Director’s Diary, continued)

its historic, traditional purpose: a voluntary,non-governmental social tool designed toidentify for public purposes educationalinstitutions and programs worthy of confi-dence.

A second key role for accreditationhas been the encouragement and assis-tance given to institutions to engage inmeaningful self-evaluation and effectiveinstitution-driven self- improvement overtime. The effectiveness of an accreditingassociation is best measured by its trackrecord in raising the quality and efficiencyof the institutions that voluntarily submit toits processes. If we accept this as a keyrole for accreditation, then the most effec-tive and meritorious accrediting bodieswould be those that—over a long period oftime—can demonstrate that they havemade a significant difference in the aca-demic and administrative quality in theinstitutions they have accredited. That is tosay, what improvements over time in thequality of programs, what enhancementsin services to learners, what increases instudent success and satisfaction and whatimprovements in measurable outcomescan an accrediting body point to in itsassigned sector of institutions? What hasthe accrediting association done to makeinstitutions better?

What good has been done for societyand for students? Can the accreditingassociation point to a body of evidence andsay, “We played a key role in bringingabout these measurable improvements inour sector of education.”

Employing the above measure, wewould be short-sighted if we were to judge

an accrediting body solely on the qualityand reputation of the institutions whichthey have historically accredited by virtueof geography or type.

It seems to us it should be relativelyeasier to deal with long-established, well-endowed, well-funded, well-managed tra-ditional institutions than it would be to workin the academic vineyard with start-up ornon-traditional institutions that have nostate or federal funding, or with entrepre-neurial institutions operating on the cuttingedge of innovation and practice.

In DETC, which is marking is 50th

Anniversary this year, DETC and its ac-credited institutions take a sense of pride inthe track record that has been compiled inthe accreditation of distance institutions.We are confident that DETC accredita-tion has made a positive difference infostering and improving institutional integ-rity and quality over the past half century,and we believe we have remained faithfulto the guiding principle that gives accredi-tation its raison d’etre: the stimulation ofself-improvement in institutions throughpeer review and self-assessment. We be-lieve that DETC accreditation has made apositive difference on behalf of millions ofstudents.

But achieving this historic purpose isnot enough for the end users of accredita-tion. There are insistent, strident demandsfrom critics and legislators for greateraccountability, more outcomes assessmentevidence, more decision-making transpar-ency, more due process for applicants andgreater student protection measures.

Like other accrediting associations,DETC walks a fine line between remain-

5D E T C N E W S • F A L L 2 0 0 5

Report from the Accrediting Commission

(continued)

The DETC Accrediting Commission,the nationally recognized accreditingassociation for distance learning institutions,met on June 3-4, 2005 and took the followingactions:

Initial Accreditation

The following institution was accreditedas of June 4, 2005:

Lansbridge University10 Knowledge Park Drive, Suite 120Fredericton, NBCanada E3C 2M7Phone: 506-443-0780; Fax: 506-459-2909;E-mail: office@lansbridge.com; Web Site:www.lansbridge.com

Founded 1999 (2005/2010). Offers onlineExecutive Master of Business Administration(eMBA) and Master of Business Administra-tion (MBA).

Michael Lo, President

Two Institutions Re-Accredited

The following institutions were re-accred-ited:

• American College of Computer and In-formation Sciences, Birmingham, AL

• Global University, Springfield, MO

New Divisions Added to AccreditedInstitutions

The Commission approved the followingnew divisions:

• The Center for Professional andWorkforce Development was establishedas a new division of the American PublicUniversity System.

• Weston Distance Learning, Inc., d.b.a.At-Home Professions renamed its directmail sales division “U.S. Career Institute.”

Resigned Accreditation

The American School in Lansing, IL, re-signed accreditation effective April 28,2005.

New Degree Programs Approved

The Commission approved the followingnew degree programs:

American Public University System,American Military University

Bachelor of Science in AerospaceStudies

Aspen UniversityMaster of Science in Nursing

University of St. Augustine for HealthSciences

Master of Nursing Education

William Howard Taft UniversityJuris Doctor Executive Track

University of Management and Technol-ogy

Associate and Bachelor of Science inComputer Science

D E T C N E W S • F A L L 2 0 0 56

(Report from the Accrediting Com-mission, continued)

New Courses Approved

The Commission approved the followingnew courses:

Allied Business SchoolsModern Real Estate Practice in TexasPrinciples IModern Real Estate Practice in TexasPrinciples IITexas Law of AgencyTexas ContractsMedisoft Training

At-Home ProfessionsAccounting ServicesOffice Administrator

Blackstone Career InstituteReal Estate LawPractical Bankruptcy LawPersonal Injury/Torts

Institute of Logistical ManagementInformation Technology in SupplyChain and Logistics-Part OneInventory Management-Principles andProcesses

Global UniversityTHE 114 Introduction to PentecostalDoctrineBIB115 Acts: The Holy Spirit at Workin BelieversTHE142 Assemblies of God History,Missions, and Governance

Professional Career DevelopmentInstitute

Professional Health Records SpecialistprogramProfessional Marketing Specialistprogram

Sessions.eduE-Commerce

Changes of Location

The Commission approved a change oflocation for the following institutions:

Brighton College moved to: 85 S. MainStreet, Suite G, Hudson, OH 44236

William Howard Taft University movedto: 3700 South Susan Street, Office 200,Santa Ana, CA 92704

Name Change

The Commission approved the followingname changes:

College of Humanities and Sciences namechanged to College of the Humanities andSciences Harrison Middleton University.

California College for Health Sciences isnow a division of Independence Univer-sity.

Learning and Evaluation Center’s namechanged to Keystone Credit Completion.

American Academy of Nutrition changedits name to Huntington College of HealthSciences.

7D E T C N E W S • F A L L 2 0 0 5

(continued)

Applicants for Accreditation and Re-Accreditation

The following institutions have applied forDETC initial accreditation:

Abraham Lincoln University, LosAngeles, CA

Accelerated Training Institute, Napa,CA (also d.b.a. American GunsmithingInstitute)

AHS Institute (Association for HebraicStudies), Suffern, NY

American College of I.T., Saint Joseph,MO

Anaheim University, Newport Beach,CA

Barrington University, Mobile, AL

Lambert University, Honolulu, HI

McKinley University, Salt Lake City,UT

Northern California Bible College,Pleasanton, CA

ParalegalTech Institute, Spring Valley,NY

Rockwell University, McLean, VA

Stellar International Institute, Glendale,AZ

The following institutions have applied forDETC’s five year re-accreditation:

Air Force Institute for AdvancedDistributed Learning, Maxwell AFB-Gunter Annex, AL

Art Instruction Schools, Minneapolis,MN

Cardean University, Chicago, IL

Catholic Distance University, Hamilton,VA

Columbia Southern University, OrangeBeach, AL

Grantham University, Slidell, LA

HARDI Home Study Institute, Colum-bus, OH

Huntington College of Health Sciences,Knoxville, TN

Sessions.edu, New York, NY

Truck Marketing Institute, Carpinteria,CA

The Accrediting Commission invitescomments from all parties on any of theinstitutions applying for accreditation orre-accreditation. Please send your com-ments by December 1, 2005 to the Ex-ecutive Director at the DETC offices.

Policies Adopted

The DETC Accrediting Commissiongave final approval to the C. 17. Policy onContracting with Non-U.S. Institutions.A copy of the Policy may be found onDETC’s web site.

Request for Comment

The Accrediting Commission approvedchanges to Accreditation Standard XII.A.Research and Self-Improvements. Acopy of the proposed changes may befound on DETC’s web site. If you havecomments, please notify the ExecutiveDirector (Mike@ detc.org) by no later

D E T C N E W S • F A L L 2 0 0 58

(Report from the Accrediting Commission, continued)

than December 1, 2005. The Commis-sion will review all comments received atits January 13-14, 2006 meeting.

DETC Directory Updated

The DETC 2005-2006 Directory ofAccredited Institutions is now available.The DETC Web site at www.detc.org hasalso been updated. A PDF file of theDETC 2005-2006 Directory of Accred-ited Institutions may be downloaded from

DETC’s Web site. Please select “FreePublications” and click on the title.

Next Meeting

The next meeting of the DETC Ac-crediting Commission will be January 13-14, 2006. All matters to be considered bythe Commission should be brought to theattention of the Executive Director by nolater than December 1, 2005.

DETC: Going forward, what advicewould you offer the next generation ofaccrediting leaders to ensure that gov-ernment involvement is kept to a rea-sonable and constructive level? Whatdo we need to anticipate down the road?

JE: Understand what you value most.Find a way to preserve what you valuemost. Understand the challenge of a chang-ing environment. Understand distributionof power and authority. Know your val-ues. Decide what is not important.

DETC: What is the most importantlesson you have learned from workingon this current HEA?

JE: Leadership is the capacity to remainundismayed!

# # #

(DETC News Interviews JudithEaton, continued from page 24) Mark Your Calendars

for these2006 DETC Meetings

Accrediting Commission MeetingJanuary 13-14

80th Annual ConferenceApril 9-11Fairmont Olympic HotelSeattle, WA

Accrediting Commission MeetingJune 2-3

Accreditation SeminarOctober 16Center for Continuing EducationUniversity of Notre Dame

Distance Education WorkshopOctober 17-18

9D E T C N E W S • F A L L 2 0 0 5

Newly Accredited Institution

Lansbridge UniversityNew Brunswick, Canada

DETC Accreditation came as a greatachievement to the Lansbridge Univ ersitystaff. For the dynamic Lansbridge team, afocus on delivering quality academics andfine-tuning the global relevance of its MBAand eMBA education has resulted in thisprestigious recognition of excellence. Ob-serves Dr. Kenneth Green, Dean of Aca-demic Affairs; “We have strived to attractsome of the finest business managementinstructors in North America for our fac-ulty. We have relationships with tenuredPh.D.-level professors who have real-world corporate or consulting experience

from top institutions in the United Statesand Canada. This faculty depth combinedwith an incredibly talented administrativestaff, white-glove student services, anduser-friendly technology has given us allthe elements we need to succeed.”

Lansbridge University is now the onlyonline degree-granting institution in all ofCanada with this DETC distinction. Quitean accomplishment for this five-year olduniversity based in the provincial capital ofFredericton, New Brunswick in the east-ern Maritimes.

The blended, online university hasawarded close to 200 degrees and cur-rently has more than 250 students enrolledin its MBA and eMBA programs world-

The administrative staff of Lansbridge University stands in front of their offices in Knowl-edge Park, Fredericton, New Brunswick. Shown from left to right are: John Cameron,Course and Instructional Support Technician, Tracy Pugh, Recruiting and AdmissionsOfficer, Aimee Davis, Instructional Designer, Lorna Campbell, Student Services, Amanda,McCluskey, Operations and Business Manager, Brian Davis, Manager of CoursewareDevelopment, and Dr. Kenneth Green, Dean of Academic Affairs.

(continued)

D E T C N E W S • F A L L 2 0 0 510

wide. In some locations abroad, the classesare taught in traditional university settings;however, most classes are delivered di-rectly to the computers of busy middle-management executives, aspiring govern-ment leaders and business entrepreneurs.

States Tracy Pugh, Recruiting andAdmissions Officer, “We must be doingsomething right because we’re gettingdouble-digit enrollment increases everysession. Our word-of-mouth referrals aregratifying, possibly because more than 70percent of our alumni have experiencedincreased job responsibilities since com-pleting their Lansbridge programs withcommensurate salary increases. In fact,

(Lansbridge University, continued) after completing their degrees, 72 percentof our alumni earn more than $100,000 ayear. This does not go unnoticed.”

The university’s slogan “Learning whileEarning” seems to sum up the flexibility,time and money savings of its programstargeted to busy managers. Its Web sitewww.lansbridge.com speaks to the qual-ity of its alumni and a recent survey ofgraduates indicates that having aLansbridge University degree has beenextremely beneficial to them in terms ofcareer advancement and compensation.

The University is owned by a Cana-dian company, Kingston Education Group,which also has the publicly traded com-pany Learnsoft Corporation under its um-brella.

Dr. William Hadley, founder and Presi-dent of the Hadley School for the Blind intoWinnetka, IL, was recently inducted in theThe Hall of Fame for Leaders and Leg-ends of the Blindness Field. The Hall ofFame, founded in 2001, is housed at theAmerican Printing House for the Blind(APH) in Louisville, Kentucky. The Hall isdedicated to preserving the tradition ofexcellence manifested by specific indi-viduals through the history of outstandingservices provided to people who are blindor visually impaired in North America. TheHall is guided by a Council of eight mem-bers. New inductees are selected througha nationwide nomination process.

Hadley, after losing his sight at age 55,founded the Hadley School for the Blind toprovide the opportunity for others who areblind to learn braille and other subjects

through correspondence. This tuition-freeinstitution has grown to offer hundreds ofdistance courses to students around theworld. The Hadley School for the Blindhas been an extremely successful experi-ment that continues to enrich the lives ofpeople with visual impairments, familymembers, and those who provide servicesto them. The Hadley School for the Blindwas first accredited by DETC in 1958.

Hadley Inducted into the Blindness Hall of Fame

11D E T C N E W S • F A L L 2 0 0 5

Strategic Marketing of E-Learning

(continued)

by Mary Colburn-GreenPresident, Marketing Solutions, Inc.

Many would argue that marketing aneducational product, whether campus-based or online, still involves the basicformula we all learned in Marketing 101—the good old four Ps (product, promotion,place and price). I beg to differ…especiallyin the case of the rapidly emergingeLearning approach to education. Ourway of thinking, working and deciding hasbeen radically impacted by theInternet…and hence the burgeoning newfield of eLearning is now growing by 40%a year as compared to a faltering tradi-tional education system. It’s not just de-mographics causing this educational mar-ket phenomenon. It’s the new global mil-lennium and the ephemeral role of lifetimeeducation as a competitive career tool. It’sthe huge demand in the second and thirdworlds and the relative cost of building atraditional infrastructure to meet it. It’s theuniversal perception of limited time andunlimited opportunity. And finally,eLearning is the cost-effective, politically

Mary Colburn-Green

and ecologically correct solution to provid-ing a quality education to the middlemasses—worldwide.

With this established, how does aninstitution distinguish its products, attractstudents, establish a loyal clientele, recruitand retain professors, and make a profitwithout spending 60 cents of every dollaron marketing like most consumer productsand services? And how do you createbrand awareness against behemoth com-petitors like the University of Phoenix,whose marketing budget is larger thanyour operational budget, or against theelusive Internet bandits whose only crite-ria is making the quick profit?

Having built a three-decade career instrategic marketing, I have served single-campus giants like The Ohio State Univer-sity, tony liberal arts schools, pricey prepschools, small country day schools, par-ticular parochial schools, national religiousinstitutions, profit-oriented continuing edu-

D E T C N E W S • F A L L 2 0 0 512

(Strategic Marketing of E-Learning,continued)

cation departments, corporate training or-ganizations, as well as growing eLearninginstitutions. Through this experience, I canattest to the fact that eLearning marketingis the most challenging. This is because ofthree factors. It is a technologically drivendelivery system is just gaining widespreadacceptance. The geographic scope of mostinstitution’s cus-tomer base is po-tentially global.And finally, build-ing brand aware-ness using the rap-idly changing In-ternet as well asmedia and printchannels is expen-sive, complex anddaunting to manyinstitutional mar-keters.

That said, youstill have to mar-ket … it’s just ascritical a management function as coursedevelopment, and as important to yourinstitution’s ultimate success as havinguser-friendly software, the right mix ofcourses, and a top-notch faculty.

To approach such an in-depth topic inthis limited venue, I have attempted todistill my strategic approach into a simpli-fied formula based on what I consider themost critical components which will en-sure successful marketing of eLearning. Icall these components “The Critical 3’Cs,”short for Credibility, Communicationand Collaboration. But there’s yet an-

other factor, and that’s Research.In strategic marketing, your marketing

plan must be guided by your strategicbusiness goals, and hence to be accurate,measurable and improvable, you must useresearch to understand your opportunitiesand obstacles. Research is simply infor-mation gathered in a systematic and scien-tific manner to offer insight to a particularquestion. Surely your organization has hadfocus groups conducted with key audi-

ences, perhaps animage audit, exitinterviews withstudents, alumnisurveys and com-petitive analyses tofine tune yourproduct, pricing,and communica-tions. If not, yourmarketing systemmay be akin to anawesome stealthbomber lacking aguidance system todeliver its payloadto the intended tar-

get. If your research is lacking, the goodnews is that your institution is probably notthe only one. Many eLearning organiza-tions are so wrapped up in keeping up withday-to-day course delivery and adminis-tration that they’ve neglected to evaluateopportunities and obstacles by collectingand analyzing strategic intelligence in or-der to make their investment in marketingyield an optimal return.

So using strategic research you shouldfirst answer the questions: Who of allthose millions of prospects are my primary

(continued on page 16)

In strategic marketing,your marketing plan

must be guided by yourstrategic business goals,and hence to be accurate,measurable and improv-

able, you must useresearch to understand

your opportunities andobstacles.

13D E T C N E W S • F A L L 2 0 0 5

(Editor’s Note: DETC invited the Presi-dent of the Council for Higher Educa-tion Accreditation (CHEA), Dr. JudithEaton, to share her views on where thebalance point between accreditationand government stands today. Here areher candid answers.)

DETC: The current Higher EducationAmendments (HEA) seem to have gen-erated a lot of Congressional “tinker-ing” and interest in the inner workingsof what we once proudly called “nongovernmental, voluntary accreditation.”Outside interest groups have activelylobbied for changes to accreditation,and some pointed criticism of the ac-crediting movement is on the record.Do you feel that Congress has gone toofar in looking at the way accreditorsoperate? Has the historic line betweenthe traditional role of accreditors—assessing and ensuring academic qual-ity—and the legitimate interests of gov-ernment in assuring that federal fundsare being responsibly administered,been crossed in this HEA process?

JE: While I think that the federal govern-ment can and should hold accreditationaccountable for carrying out our long-standing “reliable authority” role with re-gard to academic quality, I am at the same

An Interview with Judith Eaton,President of CHEA

Judith Eaton

time concerned with how this is beingdone. When federal legislation or regula-tion moves from policy that describesexpectations of accreditation to detailedstipulations of how the work of accredita-tion will be done, this is cause for concern.And, unfortunately, we have examples ofthis in current law as well as proposals inthe current reauthorization of the HigherEducation Act. For example, the federalgovernment may, quite reasonably, havepolicy expectations about academic qual-ity and student achievement or distancelearning or transfer of credit. However, itshould be up to accrediting organizationsworking with institutions and programs tomake decisions about how to addressthese important issues rather than havinglaw or regulation prescribe this.

DETC: Why is Congress so deeply in-volved in higher education practicetoday? What has sparked the intense

(continued)

D E T C N E W S • F A L L 2 0 0 514

interest in accreditation during this re-authorization?

JE: I believe that three factors in particu-lar are driving this intense interest: (1) thesignificant amounts of federal money thatgo to higher education, (2) an increasedneed for successful access to higher edu-cation and (3) higher education more andmore defined as a “consumer goods” andthus requiring consumer protection. Withregards to money, $100 billion annually infederal grants, loans, research and otherfunds to higher education sparks enor-mous interest. It should! And, governmentwants quality for money—hence the at-tention to accreditation. Money is also afactor because, fairly or unfairly, we inhigher education are sometimes viewed asnot adequately concerned about efficiencyof resources and the cost and price of ouroperations.

The need for successful student accesshas worked to intensify the federalgovernment’s long-standing commitmentto access policy. Federal officials believethat some higher education has becomeessential—fundamental, central—to eco-nomic and social well-being and improve-ment for all citizens. As higher educationhas become increasingly essential, accessto quality is essential as well—hence at-tention to accreditation. Access to qualitymust be preserved and enhanced and thefederal government plays a vital role here.

A third factor is a sense held by the public

(DETC News Interviews JudithEaton, CHEA President, continued)

that higher education is mainly a consumergood (in contrast to higher education asserving the public interest or a publicgood). Higher education as a consumergood has led the federal government tofocus attention on consumer protection.Consumer protection means, among otherthings, that consumer information is readilyavailable. In the case of accreditation andhigher education, this means that the fed-eral government is holding us increasinglyaccountable for providing more and moreinformation to the public and potentialstudents about quality as well as our stand-ing behind the accuracy of that informa-tion. I could discuss other reasons for theintense interest in accreditation, such asinternationalization and economic devel-opment, but I believe that money, the needfor successful access and a perceivedneed for consumer protection are the pri-mary drivers here.

DETC: What seems to be the majorareas of their concern? What do theyperceived to be broken that merits “fed-eral fixing?” Why have Congressionalleaders seemingly “stepped into thekitchen” to get involved with how the“soup is being prepared?”

JE: As I observe what is happening, Ithink that there is something of a tug of warbetween those in the accreditation andhigher education communities who seeaccreditation as primarily serving highereducation and, through this, also providingrobust service to the public and studentsvs. those in the federal government whosee accreditation as directly serving thepublic and students, and thus they do not

(continued on page 22)

15D E T C N E W S • F A L L 2 0 0 5

Ms. Susan M. Reilly, Director Ac-creditation for the Distance Education andTraining Council, retired from the DETCstaff on September 2, 2005. She and herhusband are adopting two children, andshe will be a “stay-at-home Mom.”

Sue joined the Distance Educationand Training Council in 1996 as Accredit-ing Coordinator. She was named Directorof Accreditation in 2001. As Director ofAccreditation, Sue guided institutionsthrough the process of initial and re-ac-creditation. She worked to assure institu-tional compliance with the Commission’spublished educational and ethical businessstandards. She coordinated the work ofhundreds of volunteer evaluators who as-sist the Commission in verifying the stan-

Susan Reilly Retires

(From the left) Sue’s husband, Jim Maslanka,Consuelo (2 years), Sue, and Julio (6 months).

dards. Sue received the DETC Distin-guished Service Award in 2003.

She was presented a “Certificate forOutstanding Service” at her retirementdinner on August 11th.

We wish her and her husband, Jim,and their new family the best of luck in thefuture.

Ms. Nan Bayster of Annapolis, Mary-land, will begin her new position as Direc-tor of Accreditation for the DistanceEducation and Training Council on August29th.

For the past seven years, Nan hasbeen an Accreditation Associate for theCouncil for Accreditation of Counselingand Related Educational Programs in Al-exandria, Virginia. In that position, sheconsulted with colleges and universitiesregarding accreditation standards and pro-cedures, responded to inquiries from insti-tutions and the public regardingaccreditation process, arranged for andconducted training sessions for on-site

New Director of Accreditation

team members, as well as assessed withthe development and revision of manualsand publications.

Nan received her Bachelor of Sci-ence degree in Family Studies from theUniversity of Maryland, College Park,Maryland in 1997.

Nan Bayster

D E T C N E W S • F A L L 2 0 0 516

(continued)

target students (using precise psycho-graphical and demographic descriptors)?Where are the greatest opportunities forgrowth (unserved or underserved marketneeds) that fit in with my institution’scharacter, mission and vision? What aremy institution’s strengths and weaknesseswithin the competitive context? How canmy institution convince key segments (e.g.,students, parents, alumni, employees—administrative andfaculty, high schoolcounselors, aca-demic editors, en-abling agencies, ac-creditation institu-tions, investors, andother stakeholdersyour organization’simage must reach)that 1) it deserve con-sideration and 2) it’sthe best value of all eLearning institutionsserving your particular market? Finally, iflike most educational corporations, youhave a limited budget and need constantlyto prove the bottom-line value of market-ing, you will need answers to these ques-tions to get creative and figure out how youcan reach these targets, with compelling,innovative messages, through unique andaffordable channels that competitors maynot have discovered. Rising above the180,000 commercial and informationalmessages individuals are bombarded witheach week is a challenge in and of itself,but if you’ve done your research home-work, you should be able to ace this assign-ment.

Let’s explore the 3C’s and some ex-amples from the newly accreditedLansbridge University (see page 9), theonly DETC-accredited, degree-grantingeLearning university in Canada. Cred-ibility is an obvious no-brainer. If yourinstitution’s core values revolve aroundproviding a quality education, and thisquality permeates all that you do and say,then you must be accredited by the highestand best accreditation organization in yourfield. Lansbridge University’s credibilityskyrocketed once its DETC accreditation

was awarded, eventhough nothing hadchanged about itsproduct or deliverysystem. In fact, weare forecastingdouble our previousenrollment this yearbased on using thisfactor in our market-ing communications.Remember that af-

ter public speaking, the greatest fear mostpeople have is being sold a worthless item.The Internet is rife with spam and scam, soevery legitimate eLearning institution mustdo everything within its power to demon-strate its value.

This coveted third-party endorsementfrom DETC not only adds value to theMBA and eMBA degrees alreadyawarded, but also prestige to the institutionoverall. Accreditation is so important, thatwe’re building an entire image-buildingcampaign around it. The campaign ele-ments include a press conference and newreleases, Web site announcement (and

(Strategic Marketing of E-Learning,continued from page 12)

. . . the fact that earningDETC’s accreditationis a rigorous processmakes it that more

valuable to the qualityminded institutions . . .

17D E T C N E W S • F A L L 2 0 0 5

(Strategic Marketing of E-Leraning,continued)

(continued)

use of DETC seal), search-engine optimi-zation, Internet pop-up ads, MBA direc-tory ads, mailings, alumni referral activa-tion … and other tactics too innovative torelease here.

We know that corporations are muchmore inclined to reimburse their manag-ers’ tuition for courses or degrees at ac-credited institutions. In fact, it’s often thefirst question the boss or HR managerasks. So the fact thatearning DETC’s ac-creditation is a rigor-ous process makes itthat more valuable tothe quality minded in-stitutions who gain thisendorsement. Thereis so much spam andscam on the Internetthese days with insti-tution mills a dime adozen, that legitimatenet-based educationalinstitutions have to be all the more vigilantabout building their images and establish-ing its credibility. Moreover, any additionalevidence of high standards, student satis-faction, or benefits related to the institution’sdegree, also is of paramount importance indistinguishing the brand. Hence you willsee on Lansbridge’s web site (www.Lansbridge.edu) the results of recentalumni research demonstrating the dollarand cents career value of a LansbridgeMBA or eMBA.

Communication takes place whetherit’s effective or not. Again without abaseline understanding of perceptions, it’s

difficult to plan messages, select mediumsor improve your promotional programs.We often talk about reach, frequency andpenetration in traditional media campaignsinvolving TV, radio, newspapers, maga-zines and outdoor venues, but today werealize the importance of “buzz,” gettingpeople to talk up and promote our product.So we need to leverage our human strate-gic advantages (all those satisfied alumni,academic reporters we’ve cultivated) bycreating clubs, chat groups and referralnetworks that can help us spread our

message.Ask yourself

these questions whenit comes to the criti-cal Communicationcomponent,

“How well is myorganization using itskey audiences? Whatincentives or motiva-tion do our stakehold-ers have to sell ourstory? How have we

made it easy for them to understandand remember our message? How oftendo you communicate in a desirable mannerwith these audiences—a way that re-wards them for taking their time to readyour message? How have we used theirendorsement to create a halo effect forour courses or degrees?” Effective two-way communications can be compared tothe sociological exchange theory in action,wherein both sides have to get somethingout of the relationship. So rather thanmaking pretty images and printing nicewords, think about the long-term relation-ships you need to be cultivating.

Effective two-waycommunications can be

compared to thesociological exchange

theory in action, whereinboth sides have to getsomething out of the

relationship.

D E T C N E W S • F A L L 2 0 0 518

By making a paradigm shift in how youthink about your prospects, targets andother stakeholders, you will see that youare really in the collaboration business,helping people reach their goals, and in theprocess strengthening stakeholder bondsthat becomes increasingly valuable overtime. To collaborate fully you need toachieve an ongoing dialogue with plenty offeedback; hence you should start by think-ing of these key stakeholders as yourextended family. Your employees, stu-dents, alumni, faculty, bankers and so forthall share in the success of your institution.So your strategy for binding their loyaltyand making them proud to be “family”must have worth built into the relationship.Make them your ally, show them off, andby reflection your institution will shine.Strategic marketing finds ways to engageand involve the collaborative team in theinstitutional mission. Strategically, wouldyou say that your collaborators really knowwho you are, where you’re headed, howthey can help you get there, and what’s init for them if you succeed.

I’m often asked how much aneLearning institution should spend on mar-keting as a percentage of gross income.Also, other nuts and bolts questions like,“Should we build a marketing departmentor hire an agency?” Actually, there are nocookie-cutter answers to these kinds ofquestions. They depend on the institutions,opportunities, obstacles and human assetsof the organization, and also on how well ithas managed its marketing system to-date. The best advice I can give for build-ing your organization’s marketing expertise,

(Strategic Marketing of E-Learning,continued from page 17)

whether you have a internal department oruse an outside agency, is to periodicallybring in a qualified expert to conduct aStrategic Marketing Audit—and use therecommendations to improve your sys-tem. A good assessment every three yearsor so can make a huge difference in yourmarketing program. It will identify yourstrengths and weaknesses, provide insighton competitive tactics and trends, provideguidance on what is most cost-effective,suggest new ideas to breathe vitality intoyour communications, and help you createproprietary strategies to succeed. AsHippocrates said, “Knowing is science,and merely thinking you know is igno-rance.” As innovative educators in agrowth field, we need to create strategicmarketing programs for our institutions,which use both Science and Art, to en-hance our Credibility, Communication andCollaboration. In this manner, we will buildmutually beneficial relationships with stake-holders that advance our goals.

Mary Colburn-Green, APR, is Presi-dent of Marketing Solutions/AtlanticaInc., a strategic marketing firm withoffices in the U.S. and Canada. In hercareer, she has held key marketingpositions at international marketingcommunications firms in San Franciscoand Washington, DC, has taught mar-keting at the university level, and hasconsulted with national associations.She is Accredited in Public Relationsand for the past 25 years has owned herown marketing, public relations andresearch firms, specializing in educa-tional marketing. For more informa-tion, please visit her web site atwww.marketingsolutions-us.com.

19D E T C N E W S • F A L L 2 0 0 5

Open Letter to the Nation’s CollegiateRegistrars and Academic Deans

(continued)

by

Jospeh C. LumanDETC Legal Counsel

(Editor's Note: In recent years, DETC,along with other national accreditingassociations, has worked diligently“within the system” to effect a changeof culture and policy in the nation’shigher education community in regardto academic credit acceptance. As theletter below signals, times are chang-ing.)

Introduction

For many years, colleges and universi-ties for the most part were able to justifytheir refusal of transfer credits from non-regionally accredited institutions—includ-ing those in DETC—by claiming that theirrespective accrediting body would not per-mit them, or that they had no confidence inthe accreditation of the national agencies.

Starting in 1998, the seas started tochange and gradually it became apparentthat to refuse transfer credit based solelyon the source of accreditation of the send-ing institution was bad policy and unfair tostudents. Under the leadership of the Coun-cil for Higher Education Accreditation(CHEA), a national policy was promul-gated called “A Statement to the Commu-nity: Transfer and the Public Interest.”

The policy was endorsed by severalhigher educational associations, including

each of the six regional accrediting asso-ciations which accredit most of the nation’straditional colleges and universities.

This policy was followed up withCHEA’s “Framework for Meeting Trans-fer of Credit Responsibilities” which pro-vided specific guidance to universities onhow to implement fair and balanced creditacceptance policies.

Many conference panel sessions, fed-eral investigations, Department of Educa-tion hearings, articles and Congressionaldebates later, it seemed to those of us in thenationally accredited world that all of thewell-intentioned policy statements had beeneither ignored or given “lip service” by thehigher education community. The practiceof refusing academic credit to a studentattempting to transfer from a nationallyaccredited institution is still well-entrenchedin higher education today.

Congress is in the process of enactingfederal legislation to address the wrongs of

D E T C N E W S • F A L L 2 0 0 520

(continued)

(Open Letter to the Nation’s Colle-giate Registrars, continued)

the past in terms of discrimination againstnational institutions. This federal interven-tion should come as no surprise to anyonewho is familiar with the ongoing debate.

Are we talking about “independenceof academe” and “academic freedom,” orare we really talking about “anti-competi-tive economic warfare?”

Why should taxpayers foot the bill forstudent loans and grants for graduates totake English and Math twice?

Has the higher education communitysquandered the opportunity to clean up itsown house? Is a federal solution inevi-table?

All of these pressing questions will beanswered in the coming months as theHigher Education Amendments are craftedinto a new law.

Below is an a letter sent by DETCLegal Counsel, Joseph C. Luman, to theAssistant Provost at a regionally accred-ited university in the mid-west. We thinkMr. Luman has summarized the currentsituation on the topic admirably.

The Open Letter

Dear Assistant Provost:

You recently wrote to ___________University’s Dean of Academic Affairsstating your refusal to accept credits fromone of their graduates who had applied toyour university.

A DETC institution’s student’s requestfor transfer credit was refused solely be-cause his alma mater is accredited by a

non-regional agency, the Distance Educa-tion and Training Council (DETC).

Credit transfer has become an increas-ingly important issue as the portion ofhigher education facilitated by the federalgovernment continues to grow. ManyMembers of Congress are concerned thatharsh policies, justified and defended in thename of “academic freedom,” lead to awasteful repetition of courses. For its part,the higher education community has re-sisted what it sees as too much outsideinterference in transfer of credit decisions.

As the arguments go back and forth, onearea of general agreement has beenreached. Rejection of transfer credits basedsolely on the grounds of the grantinginstitution’s accreditation, the reason re-lied on in your letter, is unjustified.

Who holds this view? First, the leadingnon-governmental group that recognizesand supports accreditation, the Council forHigher Education Accreditation (CHEA).Both the Higher Learning Commission ofthe North Central Association of Collegesand Schools (NCA), which accredits yourinstitution, and DETC, which accredits________, are members of CHEA. In2002, CHEA published a paper on credittransfer. Available at chea.org, the policyincludes the following declaration:

“Balance in the Use of AccreditationStatus in Transfer Decisions. Institutionsand accreditors need to assure that trans-fer decisions are not made solely on thesource of accreditation of a sending pro-gram or institution.”

21D E T C N E W S • F A L L 2 0 0 5

Second, the association leader that ac-credits your university, Dr. Stephen Crow,made the following comment at the CHEAAnnual Conference in Phoenix last Janu-ary, and his remarks were published in anarticle in DETC’s Washington Memo inMarch of this year:

“In endorsing CHEA’s 2002 position ontransfer and drawing it to the attention ofall affiliated institutions, the Commissionhas tried again to signal clearly that policieslimiting transfer to regionally accreditedinstitutions should be reviewed.”

Third, significant leaders and Members ofthe U.S. Congress. Recently, the HouseCommittee on Education and theWorkforce marked up H.R. 609, a Billintroduced by the Committee’s Chairmanas the vehicle to amend the Higher Educa-tion Act (HEA), which governs programsfor student loans and Pell grants. On July22, the Committee issued a lengthy pressrelease that included the following descrip-tion of this Bill:

“The College Access & Opportunity Actwould also ensure credits are not unfairlyand arbitrarily denied based solely on theaccreditor of a college or university wherethe credits being transferred were earnedso long as the accreditor is recognized bythe U.S. Secretary of Education.”

The action being deplored, of course, isprecisely what your university is doinghere. Every accrediting association listedby the U.S. Department of Education (ED)is recognized as an authority on the qualityof education offered by the institutions it

accredits. The evaluation process employedby ED for each association is the same,and they are treated as equals by theDepartment.

Advocates of a fairer transfer policy rec-ognize that acceptance of credit is anacademic decision and the prerogative ofthe receiving institution. However, the pro-cess used to evaluate the work that astudent has completed elsewhere shouldinvolve more than automatic rejectionbased on the source of the sendinginstitution’s accreditation. Your letter pro-vides a clear illustration of the problem thatCHEA, NCA and the Congress have foundin need of solution.

Rather than adding it to the mix, however,DETC has elected to suggest that youmight wish determine whether a re-evalu-ation of the credits in question is possible.H.R. 609 is the first step in amending theHEA, but it is a big step. If the provisionsin H.R. 609 concerning credit transfer areenacted, which seems quite likely to us,your university’s current practice wouldnot be in compliance with the amendedlaw. You may find it to your advantage topropose that the current credit evaluationprocess be reconsidered.

All we are asking for is that you give a fairconsideration the DETC student’s credits,and not reject them out of hand because ofan out of date and out of step policy.

Sincerely yours,

Joseph C. LumanLegal Counsel, DETC

D E T C N E W S • F A L L 2 0 0 522

(Executive Director’s Diary, contin-ued from page 4)

ing faithful to the historic purposes ofaccreditation and, at the same time, tryingto meet the new expectations and de-mands being made of accreditation by itsdiverse users.

As just one piece of evidence that thepublic’s expectations for measurable out-comes assessment are being met, DETCcan point to its new student satisfactionsurvey results.

Each year, institutions accredited bythe DETC must engage in a formal “out-comes assessment” process where, amongother outcomes-measuring activities, theymust survey a random selection of theirstudents to elicit their level of satisfactionwith their studies.

Since most DETC students are adultlearners who have roles other than that ofbeing a student, they are in a uniqueposition to judge whether they are realizingtheir learning goals and if they are satisfiedwith their studies at their alma mater.

The minimum acceptable percentagefor accreditation purposes is that two outof three respondents (or 67%) to a surveythat contains 3 questions mandated by theAccrediting Commission must answerpositively (“Yes”) about their experiences.The following results present the average(mean) for all the DETC institutions re-porting for 2004. In many cases, individualinstitution survey results indicated “100%student satisfaction.”

The results for 2004 for the studentsatisfaction surveys are:

Question 1. Did you achieve, or willyou have achieved upon completing

your studies, the goals you had whenyou started the course or program?Degree-Awarding Institutions: 95% said“Yes.”Postsecondary Institutions: 93% said“Yes.”

Question 2. Would you recommendthese studies to a friend?Degree-Awarding Institutions: 96% said“Yes.”Postsecondary Institutions: 96% said“Yes.”

Question 3. All things considered,were you satisfied with your studies?Degree-Awarding Institutions: 96% said“Yes.”Postsecondary Institutions: 97% said“Yes.”

Henry Spille, Chair of the DETCAccrediting Commission said, “The resultsof the 2004 DETC outcomes surveysdocument that DETC institutions aredelivering on their promises to theirstudents. These survey results are solidevidence that DETC accredited institutionsare giving value and are worthy of publicconfidence. We congratulate the DETCinstitutions on this fine record.”

As accreditation continues to evolve tomeet new expectations of governmentand other users of it, DETC will remainfaithful to the historic purposes of accredi-tation, and will also rise to meet the newchallenges posed by new expectations.Change in our world is relentless, constant,inevitable and sometimes difficult.

# # #

23D E T C N E W S • F A L L 2 0 0 5

understand what they take to beaccreditation’s reluctance around publicaccountability. This is an emerging coredifference in expectations and perhaps afundamental disconnect between highereducation and government. It’s not thataccreditation is “broken.” Rather, it’s thatsome in the federal government believethat accreditation should be doing quitedifferent things (as compared to doingthings differently).

DETC: Can you give an example whereyou think that accrediting associationscould have headed off Congressionalmeddling/interest if they had actedsooner—and in concert?

JE: I question whether our doing some-thing well in accreditation is likely to meanthat we will be protected from Congres-sional interest. Why, as in the currentHouse bill (HR 609), do accreditors needto report the names, titles and affiliationsof individuals who serve on accreditationevaluation teams to the federal govern-ment? What is to be gained? Accreditorsdo a fine job of keeping their own recordshere, and these records are open to in-spection by the U.S. Department of Edu-cation at any time. This is an example ofdoing something well; yet a congressionalcommittee still takes action. Would moreaction on accreditation’s part have dimin-ished congressional interest in, e.g., trans-fer of credit or student learning outcomes?Not if members of Congress were moreinterested in government regulation of

(DETC News Interviews JudithEaton, continued from page 14)

accreditation—as contrasted with accredi-tation as self-regulation of higher educa-tion. I recall one discussion during thisreauthorization where a member of Con-gress wanted to put something in the law,and I responded by saying, “…accredita-tion is already doing this and it is workingwell.” The member said: “What harm isthere, then, to putting it in the law?” Thisexchange, I do believe, makes my point.

DETC: Would you agree or disagreethat when the federal government goesinto action to “solve a problem” forhigher education, their solutions areusually less than optimum as far as theacademic community is concerned?Historically, would you agree that fed-eral solutions for academic issues oftenfall into the category of “surgery with ablunt knife?”

JE: I believe that the strength of highereducation is rooted in our long history ofresponsible independence and autonomywith regard to academic decision-making.While I may understand the desire of somein the federal government, I am nonethe-less deeply troubled by the potential offederal solutions to undermine the strengthand vitality of higher education – if we arenot very careful. I still believe that aca-demic matters are best handled by theacademy.

DETC: In recent Congressional delib-erations in the House of Representa-tives, there were a number of proposalsconcerning accreditation that—had theybeen adopted by the Committee on Edu-

(continued)

D E T C N E W S • F A L L 2 0 0 524

cation and the Workforce—would surelyhave had a chilling effect on thevolunteerism in accreditation. What isyour view of some of these proposals?

JE: I hope that we can eliminate anyfeatures of the House bill that might havea chilling effect on volunteerism. If I wereto volunteer for an accreditation evalua-tion team and you told me that my name,title and affiliation would have to be re-ported to the federal government, I wouldbe, frankly, hesitant. Similarly, I fully sup-port procedural fairness in accreditation,However, I believe—based on CHEA’sscrutiny and “recognition” of sixty na-tional, regional and specialized accreditingorganizations in the last five years—thataccreditation addresses this issue in aresponsible manner. The challenges toaccreditation have been few and far be-tween on this score. Why do we needmore government involvement here? If Iwere a member of an accreditation evalu-ation team or an accreditation decision-making commission, I would prefer thatwe abide by the procedural fairness provi-sions that the higher education and ac-creditation communities have developedover the years, rather than federal control.

DETC: How can the accrediting com-munity better tell its story to Congress inthe years ahead? What can we do toachieve a good working relationshipwith Congress?

JE: I question whether we can make anyprogress until the accrediting communityand Congress sit down and discuss ourmutual expectations of the accreditationenterprise and attempt to find commonground. Please recall what I have saidearlier: we in the accrediting communitydefine our responsibilities one way, andCongress defines the responsibilities inanother way. I see little opportunity forrapprochement—absent considerable dis-cussion. I hope that this will occur.

DETC: You have been in higher educa-tion for 40 years. How has the delicatebalance between the federal govern-ment and non-governmental accredita-tion changed, in your view? Has it beenchange for the betterment of highereducation and students, or not?

JE: I believe that the delicate balance haschanged: Government now demands thatvirtually all social institutions (public andprivate—and including higher educationand accreditation) are more open, trans-parent and publicly accountability to agreater extent than ever before. This hasresulted in the government playing an evenmore dominant role in our society, accom-panied by diminished public confidence inprivate organizations that play importantsocial roles (such as accrediting bodies) –unless these organizations are increas-ingly “public.” Yes, we still have a vibrantprivate sector but, increasingly, it is con-trolled by government. This is the shift inthe delicate balance.

(DETC News Interviews JudithEaton, continued)

(continued on page 8)

1D E T C N E W S • F A L L 2 0 0 5

WORKSHOP REGISTRATION FORMDETC Fall Workshop and Accreditation Seminar - The Hotel Hershey, Hershey, PA

Name:______________________________ Institution:___________________________

Address:________________________City:_________________State:_________ZIP:___________

Daytime Phone:________________________ E-mail:________________________

Please Register Me For the October 16-18, 2005 Workshop:__Member ($925 or $875 for 2nd person) Name for badge:__________________________

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$_____ Total Enclosed (Please make check payable to “DETC” and U.S. Funds on U.S. Bank only)

No registrations will be processed without payment. Cancellations must be made before October 7,

2005 for a refund. All refunds will be made after the Workshop.

Mail this Registration Form and your check directly to: Ms. Cindy Donahue, DETC Workshop,1601 18th Street, NW, Washington, D.C. 20009-2529.

HOTEL RESERVATION FORMDETC Fall Workshop – October 16-19, 2005 – The Hotel Hershey, Hershey, PA

Name:___________________________________________# of Adults_________

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Daytime Phone:__________________________E-mail:_______________________

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*Accommodations: $199 ___ Single ___ Double The Hotel Hershey provides a smoke-free environment.

Non-Guaranteed Reservations are held until 4:00 p.m. To guarantee your room, send an advance deposit orcharge to a credit card. Reservations must be received by September 12, 2005 to receive the above rates. A72-hour prior to arrival cancellation notice is required to obtain a refund of a deposit. Check in time is 4 p.m.

Card Number:__________________________ Type:__________Exp. Date:_________________Signature:_________________________________Fax:_______________________________

Mail or fax this form directly to: The Hershey Resorts, Room Reservations, P.O. Box 446, WestChocolate Avenue and University Drive, Hershey, PA 17033 or fax 717-534-8668.

PLUS A 6% PA State Tax and 3% Local Tax - Subject to change without notice.

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