Abstract
This article critiques the push for theatre program accreditation in higher education, positioning minimum standards as psychological ceilings that discourage pursuit of excellence and homogenize distinct pedagogical missions. Drawing on philosophical reasoning and analysis of institutional politics, the discussion argues that accreditation frameworks lack valid metrics for theatre pedagogy, shift attention from learning outcomes to bureaucratic compliance, and risk misaligning scarce resource allocation. It observes that accreditation is already under scrutiny by federal agencies and faculty governance groups, and that tightened budgets diminish its leverage as a bargaining tool. By contrasting theatre with established fields such as music and nursing, this article contends that accreditation presently offers limited strategic value, urging educators and administrators to pursue alternative models of quality assurance and program evaluation.
Recommended Citation
Gillespie, Patti P.
(1989)
"Theatre Accreditation : An Argument Against,"
Association for Communication Administration Bulletin: Vol. 70, Article 16.
Available at:
https://stars.library.ucf.edu/aca/vol70/iss1/16
