Self-regulation obliges institutions to adhere to the Standards as a condition of their accredited status accredited colleges and universities demonstrate their integrity through their continued voluntary compliance to these criteria. The Commission continually evaluates the effectiveness of its Standards and its processes for applying them and makes such changes as conditions warrant. Thus, the Standards represent the accrued wisdom of over 200 colleges and universities and interested others about the essential elements of institutional quality, and they offer a perspective that stresses the public purposes of higher education. Indeed the public as well was invited to participate in this process in recognition of the importance of higher education to the individual and collective well-being of our citizenry and for our economy. Thus, the Standards for Accreditation were developed through a lengthy participatory process involving the membership in articulating the dimensions of quality required of institutions of higher education deserving of the public trust. Self-regulation is an essential element in the success of accreditation. The existence of collective bargaining agreements, in and of themselves, does not abrogate institutional, faculty, or staff obligations to comply with the Standards for Accreditation. The institution whose policies, practices, or resources differ significantly from those described in the Standards for Accreditation must demonstrate that these are appropriate to higher education, consistent with the institution’s mission and purposes, and effective in meeting the intent of the Commission’s Standards. By design, the Standards as explicated welcome perceptive and imaginative innovation aimed at increasing the effectiveness of higher education. They allow the Commission to appraise a wide variety of collegiate institutions, differing in purpose, size, organization, scope of program, clientele served, support, and control. The Standards are aspirational expectations that must be met at least minimally. The Commission approaches institutional differences in ways designed to protect both educational quality and individual philosophy and practice. Meeting the Standards does not guarantee the quality of individual programs, courses, or graduates, but serious weaknesses in a particular area may threaten the institution’s accreditation. The Commission recognizes that some aspects of an institution are always stronger than others.
has clearly defined purposes appropriate to an institution of higher learning.The institution that meets the Standards: In applying the Standards, the Commission assesses and makes a determination about the effectiveness of the institution as a whole. Its evaluative processes are designed to encourage such improvement.Įach of the Standards articulates a dimension of institutional quality. Moreover, the Commission expects affiliated institutions to work toward improving their quality, increasing their effectiveness, and continually striving toward excellence. The Standards for Accreditation establish criteria for institutional quality in addition, the Commission adopts policies that elucidate the Standards, relate to their application, and otherwise ensure that the Commission is current with respect to federal requirements and changing circumstances in higher education and public expectation. Institutions of higher learning achieve accreditation from NECHE by demonstrating they meet the Commission’s Standards for Accreditation and comply with its policies. Through its evaluation activities the Commission provides public assurance about the educational quality of degree-granting institutions that seek or wish to maintain accreditation.
NECHE is a voluntary, non-profit, self-governing organization having as its primary purpose the accreditation of educational institutions. The New England Commission of Higher Education (NECHE) is one of seven regional higher education accrediting bodies in the United States. Standard 9: Integrity, Transparency, and Public Disclosure PREAMBLE Standard 6: Teaching, Learning, and Scholarship
Click here to download the revised Standards for Accreditation, effective January 1, 2021.