Professional school accreditation: a case in public trust and professional dominance

Abstract

The historical, social, and political conditions that underlie the accreditation process by which an agency evaluates and recognizes an institution or program of study are examined. Professions are entrusted by the community at large to set credentials for their members. The health professions accomplish this task by three activities: licensure, certification, and accreditation. This paper explores the historical, social, and political conditions that underlie the accreditation process. Recently, public and governmental interest has been expressed in the activities of accrediting agencies. The power to set credentials was delegated from the community to the professions, and the wisdom of that delegation is now under question. One can expect the health professions to seek accommodation with public interests to maintain their dominance in the accreditation process. In that light, the recent establishment of the Commission on Accreditation of Dental and Dental Auxiliary Educational Programs can be understood as an adaptation of the dental profession to the changing environment. More reform can be expected as the health professions seek to satisfy public expectations and maintain professional dominance.