Joint EAIA and NAFSA Joint EAIA and NAFSA SymposiumSymposiumCommonalities and Commonalities and Differences in Systems Differences in Systems

Linda TobashLinda Tobash

Institute of International EducationInstitute of International EducationAmsterdam

March 22-23, 2007

OverviewOverview Commonalities in Systems U.S. System

Historical and philosophical underpinnings Structure Decentralized nature

Governance Quality assurance approaches

Diversity in types of students and institutions

Emphasis on access and equity

CommonalitiesCommonalities

Desire to enhance mobility of students Desire to attract an international student body Desire to work cooperatively

Joint and dual degrees Tools and structures to promote transparency

and mobility Common degree structure Credits

U.S. Higher Education U.S. Higher Education SystemSystem Key Philosophical Beliefs

Belief in limited government and freedom of expression Decentralized control and governance of higher education Institutional autonomy

Belief in capitalism and rationality of markets High quality best achieved through competition rather than central

planningBelief in equal opportunity and social mobility

Access to and support for higher education seen as a ‘public good’ Diversity in institution type and student populations to meet needs

Belief in value of general education at the undergraduate level Historical roots in the ‘liberal arts’ tradition Current day focus on critical thinking skills that can be applied

across disciplines and toward life-long learning

Partially taken from Diversity, Access, & the Role of the Marketplace, ACE, 2004

Philosophical Philosophical UnderpinningsUnderpinningsBegan with 9 colonial colleges modeled after

the ‘English College’ System is historically rooted in a liberal arts tradition

Students studied abroad in Europe Heavily influenced reforms in the U.S. in mid-1800’s

Three ‘key’ ideas at beginning Centrality of the arts and sciences Academic freedom

professors teach what they feel qualified to teach

students can choose what they want to study Unity of teaching and research

core of the PhD

Taken from A History of American Higher Education, J. Thelin (2004) & remarks by Dan Fallon, Carnegie Foundation at Fulbright Educational Experts Seminar for German Rectors, Fall 2005

Current Undergraduate Current Undergraduate StructureStructure

Two part undergraduate curriculum

Academic major courses discipline-based

General education courses core curriculum all students take and/or electives chosen from a pre-specified list of courses

representing a range of topics

Role of general educationRole of general education

Breadth of knowledge informed citizens critical thinking skills

Skill set needed for labor force interdisciplinary competencies maneuver career transitions lifelong learners

GovernanceGovernance

Decentralized with limited government control No federal or central government

overseeing or coordinating the system

Individual institutions establish policy and management structuresPublic institutions experience more

regulation at the state level

Partially taken from Higher Education in the U.S.: Diversity, Access and Role of the Marketplace, American Council on Education, 2004

Decentralized ControlDecentralized Controlin Policymaking and Management

Governance Policies RegulationsFinance Budgets Sources of funding Tuition and feesFaculty Hiring Promotion

Curriculum & degrees

Content Degree conferral

Student recruitment & marketing

Student admission

Decentralized Quality Decentralized Quality Assurance and Assurance and AccreditationAccreditationAccreditation is a process of external

quality review Non-governmental, independent, peer review Voluntary process Self-regulated Goal is both quality assurance and quality

improvement

No federal governmental body that oversees the quality control of institutions or prepares an external ranking of institutions

Accreditation: Two TypesAccreditation: Two Types

Institutional Accreditation Comprehensive review of all institutional functions;

the institution as a whole, including all programs, is accredited Regional Accrediting Bodies

Each regional accreditation body sets its own standards National Accreditation

Accredits for profit, distance learning, single-purpose, private career, etc.

Program and Professional Accreditation Review and accredit specific programs or schools

within a university Architecture, Business, Engineering, Law, Medical, etc.

Philosophy of Universal Access Higher education as a ‘public good’ Emphasis on fair and equitable

access and treatment High demand

2005-2006 academic year: over 14 million students

85% undergraduate level 15% graduate level

Application acceptance rates 60-68% at undergraduate baccalaureate level 46% at graduate level

Taken from the College Board Annual Survey of Colleges & Open Doors 2006, CGS/GRE Surveys of Graduate Enrollment 2005, & U.S. Department of Education Digest of Education Statistics

Diversity in types of Diversity in types of institutioninstitution“Pluralism” in the types of institutions

considered a strength of the system

Nearly 4,500 accredited degree-granting institutions

Research, comprehensive,liberal arts colleges, specialized institutions, community and junior colleges

60% private 40% public

76% of the students attend a public institution

Taken from U.S. Department of Education Digest of Education Statistics and reports in the Chronicle of Higher Education

THANKS!THANKS!

Appendix A: Credits and Semesters Appendix A: Credits and Semesters DefinedDefined

Definition of semesterWhat is full-time study?

15 semester hours of credit for undergraduates 9-12 semester hours of credit for graduates

What is a semester? 15 weeks of attendance of classroom instruction --

beginning in August/September and ending in May/June two semesters per year

other calendars exist

Definition of a creditWhat is a credit hour (semester credit)?

theory course: 1 credit = 50 to 60 minutes of contact per week for one semester (15 weeks), plus an expected 2 hours of preparation time including library research, reading, homework, etc.

laboratory, practical or studio course: 1 credit = two to four 50 to 60 minutes of contact per week for one semester

Adapted from materials prepared by Margit Schatzman, Educational Credential Evaluators, Inc.