In the current environment, presidents and chancellors can expect to have their institutions under nearly continuous scrutiny from regional accrediting bodies. The number of reports, the expected details of outcomes measures, and the level of ongoing interaction between the institution and the regional association will continue to increase. In…

Institutional research (IR) offices on campus are not all alike, any more than campuses are all alike. They may differ in their reporting line, range of responsibilities, level in the campus hierarchy, and work emphasis. Institutions differ in complexity (number and level of programs, colleges, and schools), size of the student body, affiliation,…

The rush to regulation has made college and university presidents and other campus officials less accountable for every phase of campus activity. As state boards and federal agencies transfer decision making from institutions to higher levels, they disperse the authority and accountability that they have sought to foster. (MLW)

Increased self-regulation is seen as the most promising means to bridge the present gap between government requirements and campus compliance. Academic institutions need to develop new self-directed methods for resolving conflict. Building a mediation component into grievance procedures is one solution. (MLW)

The historic concepts of open competition in the delivery of higher education and of strict regulation of telecommunications are undergoing changes that have consequences for the delivery of educational services. A new set of policies based on an evolving marketplace approach will result along with the evolution of interstate agreements.…

Accessibility requires consideration of the needs of various building occupants, and necessitates matching places to people, instead of requiring people to overcome barriers. Cost effective approaches to making campus facilities accessible, including mobility needs surveys and the utilization of handicapped consumers, are discussed. (Author/JMD)

Answers to questions about institutional obligations under Sections 503 and 504 of the Rehabilitation Act of 1973 illustrate the legal issues that may confront college administrators as they make efforts to comply. Topics include: institutions that are covered, individuals who are protected, reasonable accommodation, affirmative action, and legal…

The challenge confronting colleges and universities in the 1980s is seen as establishing physical planning processes designed to promote and demonstrate the efficiency of reclamation of resources to provide an enhanced physical environment for the academic program. Rehabilitation studies, space use, land use, codes, and regulations are discussed.…

Academic administration cannot be considered a profession and cannot regulate itself because, unlike the professions, it has no clear, single clientele. External regulation is seen as inevitable in the administration of higher education. (Author/MLW)

College faculty can learn to deal with common questions concerning disabled students, such as how much special assistance to offer them, and what special accommodations must be made to their particular limitations. Program requirements should be reviewed in order to distinguish what is essential. (Author/JMD)

The process of reauthorization of college student financial aid legislation may be instrumental in reducing the burden and complexity of the financial aid application and need analysis process through simplification. Exempting some students, permitting more to use simplified need analysis, and streamlining reapplication are steps in the right…

References to other publications point to useful sources of information and advice for college administrators and faculty leaders seeking to assure access for the handicapped. Knowledgeable people, organizations, local and state laws, and national resources are the major sources of information noted. (Author/JMD)

In a period of consumer orientation, it is perceived that higher education must respond to calls for accountability and questions about academic ethics and fair practice. Discussions include the student as consumer activist, the government as protector, public confidence in education, and possible college reactions. (Author/MLW)

Federal regulations regarding the handicapped pose problems for recipients of federal aid, but higher education's reactions have been more positive than negative. The principle problems seem to be compliance costs, the need for interpretation of the regulations, and difficulties in the areas of admissions and academic requirements. (Author/JMD)

Federal regulations regarding access to higher education for the handicapped are considered in the absence of definitive guidance from the government. Topics include: physical accessibility, recruitment activities, admissions tests, financial aid, off-campus housing, and student health insurance. (Author/JMD)