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US higher education accreditation agencies provide external quality evaluation for institutions and programmes to deliver quality control and assurance. Although there is ample discussion about the benefits and drawbacks of the accreditation process, this article reviews the academic literature to consider the impact that accreditation might have on the academic freedom of the teaching staff. Specifically, this article centres on how standardisation, assessments and the fundamental elements of accreditation affect academic freedom in higher education and how these might dilute academic freedom. [ABSTRACT FROM AUTHOR]

For decades, academic freedom and shared governance have stood as cornerstones of higher education in the United States, but these principles face unprecedented challenges. Recent developments point to a disturbing decline in these critical values, stirring debates on the future viability of the higher education system. This study delves into the problematic trajectory of modern higher education, spotlighting the rise of corporate practices within academic institutions, the swelling ranks of university administration, and the disproportionate weight given to student evaluations in assessing faculty. These factors have converged to push academia into an unstable transition, a liminal phase fueled by external and internal forces. This study examines the evolving landscape of academic freedom within the corporatized university model. Utilizing the concept of liminality, it explores the transitional challenges faced by academia in balancing traditional scholarly values with emerging market-driven paradigms, arguing that the corporatization of universities represents a liminal phase, wherein the identity and purpose of academic institutions are in flux, significantly impacting the notion of academic freedom. The shift toward a consumer-oriented ethos endangers the foundational principles of higher education, risking substituting educational substance with the mere transaction of educational services. The study concludes by issuing a call to action for all stakeholders in higher education to acknowledge and confront these detrimental trends, thereby safeguarding the principles of academic freedom, shared governance, and the educational system's overall integrity and dynamism. [ABSTRACT FROM AUTHOR]