All About the Outcomes: Retention, Licensing, Placement and Satisfaction

By Darcy A. Dauderis, JD MHA, Senior Vice President and Chief Compliance Officer, International Education Corporation
The key to ensuring institutional quality, sustainability, and well-equipped graduates is to use the tools you already have to monitor and enhance outcomes. Even with limited financial or human resources, there are simple ways to safeguard quality outcomes for our students and institutions and ensure tomorrow’s workforce is well-equipped.

Working with Workforce Development

2017 Proprietary Higher Education Review: “It Will Never be ‘The Way We Were’”

By Tony Guida, Partner, Education Group of Duane Morris LLP
While there has been a significant delay of all or part of many Obama-era regulations targeting proprietary schools, it has become clear that things may never return to our misty water-colored memories of the way we were. Signals out of both the Trump administration and the Republican-led Congress point to a future for higher education that will be markedly different from the past.

Reflections on the 90-10 Rule

Enhancing Communication and Collaboration for Institutional Success

By Elizabeth Keifer Herron, VP - Solutions & Sales, Collegiate Admission and Retention Solutions
Institutional success is only possible when strong communication and collaboration exists among faculty, staff, and leadership across departmental lines. Understanding different learning, working, and communication styles provides insight into how to maximize utilization of our greatest resource – human capital.

Applying the Principles of Change Management to Campus Operations

Enhancing the Evaluation of Unaccredited Institutions: Using the CIPP Model

By Laura Vieth, Deputy Director, Georgia Nonpublic Postsecondary Education Commission
In an effort to develop improved processes for evaluations of unaccredited postsecondary institutions, a regulatory state agency recently completed a research study to explore, test, and implement appropriate measures for use in assessment. This was achieved through a utilization of the action research methodology and the Stufflebeam (1971) Context Input Process Product (CIPP) Model.

What Industry Says is Missing in Their Entry-Level Graduates – And What They’re Willing to do to Fill the Gap