Abstract
The growth and development of criminal justice education has resulted in a substantial investment of time, human resources, and money. Criminal justice educators make many assumptions about their objectives, competencies, and effectiveness in higher education, and it is important for them to respond to fundamental challenges regarding their activities and the premises upon which they construct criminal justice education programs. Much of the future character of criminal justice as an academic discipline will depend on the manner in which educators address the question of quality in higher education. Therefore, confronting the difficult problem of establishing the value of criminal justice education is appropriate.
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