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Editorial

Editorial RSR 47,2 Higher education accreditation, student success and academic libraries In Volume 47 Issue 1, our editorial “Reflections on Student Learning, Student Success and the Student Experience” set the stage for further discussion of how today’s academic libraries impact and improve student learning, student success and the overall student experience. In this editorial, we shift our gaze to consider trends and thematic areas evident in higher education accreditation standards’ revision, particularly as pertaining to academic libraries. Recent contributions by the Orbis Cascade Alliance1 (the Alliance) are cited as an example of one consortium’s engagement with the standards’ revision process on behalf of its member libraries and members. Most library professionals and leaders who work in higher education are broadly familiar with the value, purpose and role of accreditation, as well as with their regional accrediting organization[2]. They are generally familiar with standards and processes of the accrediting organization, including the cycle of evaluation, i.e. they know when they need to start preparing for the accreditation process. They can also probably realistically estimate how much time is required to prepare a self-study, periodic review report, progress report and/or supporting documentation. Some library professionals and leaders serve on evaluation teams as http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0090-7324
DOI
10.1108/rsr-06-2019-093
Publisher site
See Article on Publisher Site

Abstract

RSR 47,2 Higher education accreditation, student success and academic libraries In Volume 47 Issue 1, our editorial “Reflections on Student Learning, Student Success and the Student Experience” set the stage for further discussion of how today’s academic libraries impact and improve student learning, student success and the overall student experience. In this editorial, we shift our gaze to consider trends and thematic areas evident in higher education accreditation standards’ revision, particularly as pertaining to academic libraries. Recent contributions by the Orbis Cascade Alliance1 (the Alliance) are cited as an example of one consortium’s engagement with the standards’ revision process on behalf of its member libraries and members. Most library professionals and leaders who work in higher education are broadly familiar with the value, purpose and role of accreditation, as well as with their regional accrediting organization[2]. They are generally familiar with standards and processes of the accrediting organization, including the cycle of evaluation, i.e. they know when they need to start preparing for the accreditation process. They can also probably realistically estimate how much time is required to prepare a self-study, periodic review report, progress report and/or supporting documentation. Some library professionals and leaders serve on evaluation teams as

Journal

Reference Services ReviewEmerald Publishing

Published: Jun 12, 2019

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