Depoliticizing the University: Re-Prioritizing Academic Excellence in Accreditation and Faculty Governance

American Enterprise Institute. 1150 Seventeenth Street NW, Washington, DC 20036. Tel: 202-862-5800; Fax: 202-862-7177; Web site: http://www.aei.org

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College Faculty; Accreditation (Institutions); Higher Education; Political Attitudes; Universities; Models; Governance; Standards; Evidence Based Practice; Best Practices; Institutional Autonomy; Educational Quality; Consumer Economics; Educational Objectives; Leadership Role; Trust (Psychology)

Whatever their political persuasion, most observers of American higher education now agree that the real or apparent politicization of universities has become a major problem. In this report, the authors proposes an accreditation model designed to strengthen faculty governance by applying clear standards, guiding principles, and evidence-based best practices. These elements serve as constructive guardrails--tools that support and shape governance without undermining its core autonomy. The US constitutional system offers a helpful comparison, transforming the public's limited capacity for self-government into a functional democratic framework through checks, balances, and structure. Similarly, accreditors can help channel faculty governance into a more effective system for ensuring academic quality. Before introducing the proposed accreditation model, the author explains why accreditors moved away from supporting faculty governance in the early 1990s. During that time, they adopted a consumer-protection framework that emphasized business processes and operational efficiency over academic substance. This shift, though well-intentioned, ultimately proved misguided. Restoring academic excellence as a core priority in accreditation will require reversing this turn and reaffirming faculty's essential role in academic leadership.

ERIC

2025

ED673935