(Non)accreditation and implications for curriculum development in graduate professional programs
Bibliographic Data
| ID | 21691489 |
|---|---|
| Authors | Graham F Hunter (0000-0001-5309-2090, University of Dayton, corresponding author) |
| Year | 2025 |
| Volume | 30 |
| Issue | 5 |
| Pages | 1304-1320 |
| Publication date | 2025-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2025.2449647 |
| OpenAlex | W4406191434 |
| Language | EN |
| References cited | 26 |
This study explores how (non)accreditation, lacking program-level accreditation while surrounded by programs that do have accreditation, influences curriculum development processes for graduate professional programs. Situated within a specific professional discipline, Higher Education and Student Affairs (HESA), this article utilizes semi-structured interview data from 23 full-time faculty working in HESA Master’s programs across the U.S. Findings show how (non)accreditation created unique gifts and burdens as participants navigated a curriculum development process that involved less oversight and less access to institutional resources. Furthermore, participants identified a culture of accreditation that pervaded academic units and influenced curriculum policy. This study highlights the role of program-level accreditation standards on curriculum development beyond disciplinary siloes and has implications for curricular policy and academic leadership
Accreditation · Curriculum · Curriculum development · Discipline · Faculty Development · Higher education · Medical education · Pedagogy · Political science · Professional development · Sociology · Evaluation of Teaching Practices · Higher Education Governance and Development · Medicine · Student Assessment and Feedback
| Highly cited | No |
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