Convergence is occurring between external demands placed on U.S. higher education institutions, such as those from state and federal governments for greater accountability, and calls for higher education’s recommitment to public purposes. One important example of this convergence is the redesign of accreditation processes and standards. Because of this redesign, accreditation—traditionally an academic and administrative activity—now has the potential to elevate and advance an institution’s commitment to greater community engagement, a more contemporary, innovative institutional priority.  

Citation
Lorilee R. Sandmann, Julie E. Williams, and Eleanor D. Abrams. 2009. Higher Education Community Engagement and Accreditation: Activating Engagement through Innovative Accreditation Strategies. Planning for Higher Education. 37(3): 15–26.  

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