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Neoliberalism and the Myth of Higher Education Accreditation in the United States: A Case Study at George Mason University

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dc.contributor.advisor Trencher, Susan
dc.contributor.author Burnett, Erika Y
dc.creator Burnett, Erika Y
dc.date 2015-04-27
dc.date.accessioned 2015-08-06T18:56:52Z
dc.date.available 2015-08-06T18:56:52Z
dc.date.issued 2015-08-06
dc.identifier.uri https://hdl.handle.net/1920/9729
dc.description.abstract An examination of the historical development of institutions of higher education in the United States shows that there has been a clear increase in the perpetuation of neoliberal ideologies and practices. The ideology of neoliberalism has been core to the rise of the “myth” of accreditation, its ritual practices of assessment, and the influence of the federal and state government. Assessment practices serve to dominate the national narrative in defining higher education as a commodity, in a marketplace where cultural capital may be purchased. This research explores the methods by which George Mason University is able to fulfill accreditation requirements through assessment rituals. These practices, I argue, perpetuate the myth of accreditation to the disadvantage of the students and faculty of the university. By challenging the myth of accreditation, I argue that alternative paradigms can be developed for valuations of quality in institutions of higher education, one in which students and faculty are served, rather than external auditors.
dc.language.iso en en_US
dc.subject higher education en_US
dc.subject accreditation en_US
dc.subject neoliberalism en_US
dc.subject structuralism en_US
dc.subject invented traditions en_US
dc.title Neoliberalism and the Myth of Higher Education Accreditation in the United States: A Case Study at George Mason University en_US
dc.type Thesis en
thesis.degree.name Master of Arts in Anthropology en_US
thesis.degree.level Master's en
thesis.degree.discipline Anthropology en
thesis.degree.grantor George Mason University en


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