Subject Area
Education
Abstract
This dissertation is a multi-method approach with a 3-paper format including three related but distinct studies. The first paper utilizes qualitative document analysis. Findings illuminated differences in how accreditors address transfer outcomes and transfer credit, signaling important inconsistencies across accreditors and inconsistencies in accreditation requirements for HEOs that answer to different accreditors. The second paper utilizes descriptive statistics and linear regression models to explore the relationship between HEO transfer graduation rates and accreditors and their policies. Findings illuminate statistically significantly differences in transfer graduation rates between accreditors suggesting that accreditation does matter for transfer outcomes. Finally, the third paper focuses on a continuous improvement accreditation requirement, the Quality Enhancement Plan (QEP). Using document analysis and interviews with QEP leaders at community colleges, findings illuminate how the QEP works as a catalyst for organizational learning that leads to outcomes. The QEP can be focused on any student outcome, including transfer outcomes if a HEO chooses, making this finding particularly compelling insight for how accreditation can improve student outcomes at HEOs. Collectively, the findings of this dissertation illuminate previously unknown relationship between accreditation and transfer outcomes and provide a methodological map for further research on accreditation policy, an understudied area of policy.
Degree Date
Summer 8-5-2025
Document Type
Dissertation
Degree Name
Ph.D.
Department
Education Policy and Leadership
Advisor
Sondra N. Barringer
Number of Pages
234
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Lewallen, Charity E., "Exploring The Accreditation Lever: A Multi-Method Examination Of How Accreditation Policy Relates To College Outcomes And Transfer Student Baccalaureate Attainment" (2025). Education Policy and Leadership Theses and Dissertations. 22.
https://scholar.smu.edu/simmons_depl_etds/22
