Write For Me Research On Enterprise Risk Management
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Write for me research on enterprise risk management

Write for me research on enterprise risk management researchable project topics in business education for money put a date picker calendar on an excel 2018 ´╗┐Thank You mr. chairman ranking member Alexander apologize for my late arrival we're trying to cover two hearings but I had some questions I wanted to ask about accreditation accreditors serve an incredibly important role in the higher education system and they are the primary gatekeeper for federal aid at a time when student debt is 1.2 trillion dollars in federal funding is scarce it's essential to ensure that our taxpayer dollars are going to schools that are good stewards of this investment there seem to be some conflicts of interest that are inherent in the accreditation system and I think it's important to talk about how those conflicts affect outcomes of the accreditors evaluations accrediting agencies get paid by member colleges to be federally approved accrediting agencies the accreditors must demonstrate wide acceptance of the policies and procedures in the higher education community so my question is does that mean if an accreditor is tough on its colleges that the college's can seek to unseat an accreditor just by claiming that the practices are not widely accepted anyone my talk button is on it's a very good question and I know that we as accrediting in the accrediting community are challenged by the fact that it is a peer review process and our financial support does come from our institutions we're quite aware of the effect i will say as one who has worked with accreditation i have never seen my commission or really in observing other commission shrink or shirk their responsibilities to serve the public interest in my view this is where transparency plays a really important role you need to see what we do you need to see our team reports so that you would have confidence and in the actions of our Commission that the comp that that a perceived conflict interest or potential one is not real I appreciate the point but it seems to me that if a creditors are doing the main thing we need them to do which is to crack down on poor performing schools that there is a problem here because then you've got at least some schools we're going to complain bitterly about the accreditation process and so I raise it because it worries me you know the conflicts of interest we saw with the credit rating agencies in the financial services industry created some real problems for us unreliable assessments of financial products made those conflict-ridden credit agencies a key factor in bringing down our whole economic system and in higher education unreliable assessments of quality put both students and taxpayers at risk particularly if they encourage students to go into debt or to go to colleges that are not providing a meaningful education so I think we have to take a very close look at the role the federal government plays in exacerbating the conflict problem with the accrediting agencies as I want to ask another question about accreditation I see that the process is very complex that a creditors look at a number of factors and weigh them against one another to make an overall determination about institutional quality I could imagine from the inside assessing quality seems pretty complicated but i have to say from the outside it doesn't look like it should be quite so hard and i say that because the goal of accreditation as i understand it is not to distinguish the 50th the best college from the 10th best college the goal is to identify the schools that are a really low quality and it seems to me that with just a few pieces of data high student loan default rates extremely low grade situation rates poor retention of students with pell grants that it is possible to identify a school that is providing a poor quality education or that is wasting the government's resources now I realize that may not tell us everything about what's going on into college but it gives the key information that this is a very risky place for a student to try to get an education so what I want to understand is why accreditors aren't drawing a line in the sand so that it becomes immediately clear when a college is not serving its students well thank you for the question senator I that's also a concern for for me as well and I think that I come from the specialized realm so our programs are the programs that are that are accrediting the folks that become your doctors and your physical therapist I'm engineers people who could actually hurt someone if they are not if they are not doing their job appropriately and their education is not appropriate we do draw a line in the sand we can identify poor-performing programs and in fact those programs never in my experience make it as far as an accredited prophet as through our process to the point of accreditation so if the Chairman will bear with me for just another minute on this let me just see if I can push this let's have our questions specifically about undergraduate education should there be a bright line beyond which we say a school should not be accredited if there's a graduation rate that is so low that that should mean bright line the school is not a school that should be accredited if you don't have a graduation rate of fifty percent or twenty-five percent or ten percent or five percent should there be a bright line on this doctor living what do you think bright lines are tough and the one thing I ought to say is about this panel I'm 1 i'm the only one who doesn't have a dog in this hunt so that i'm not from an accrediting agency I'm no longer a college president what I am is somebody who studies higher education and what I'd say about it is if we have a 50-percent as the bright line we've just closed every community college in the United States I think are pretty close and part of what we're really looking at is why is this attrition happening some people don't go there for degrees fair enough and there may be ways you have to you have to step some of this if it is there no number twenty-five percent there a live version one percent if you're not if you're not graduating somebody why is this called a degree-granting institution get the doctor family excuse me senator just a few comments I think what you're speaking to is an expectation of increasing transparency and I fully support that however to your bright line question the question begs another and that is what is the unique circumstances in which this institution exists are you going to have the same bright line for Community College and inner city Chicago over rural Kansas for example it strikes me that as we as we come to some metric of what these should be there has to be some understanding of the demographic the SES social economic condition of that environment and then make some judgments but even more importantly I think which is embedded in your question is we need an accreditation to do a better job of being transparent and in ways that the average person can understand not depths and piles and reports but clear understandable text about the quality of this institution let the parent and the student then decide and they'll vote by their feet and ultimately ultimately that school will close or lose its accreditation because they don't have students well I I will stop here because the the chair has been very patient and letting me go over time but it will say on this the focus important focus at the low quality schools we have got to give the information to our students and to the federal government so that we are not pouring more resources into a place that is not providing a top quality education because those are resources that could have gone to schools that are willing to provide that education and we should not be loading our students down with debt that they're going to be obligated to deal with for a lifetime when they didn't get an education in return for that so thank you Thank You mr. chairman capstone design multidisciplinary for money Gerstner Sloan Kettering Graduate School of Biomedical Science.

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