(Non)accreditation and implications for curriculum development in graduate professional programs.

This study explores how (non)accreditation, lacking program-level accreditation while surrounded by programs that do have accreditation, influences curriculum development processes for graduate professional programs. Situated within a specific professional discipline, Higher Education and Student Affairs (HESA), this article utilizes semi-structured interview data from 23 full-time faculty working in HESA Master’s programs across the U.S. Findings show how (non)accreditation created unique gifts and burdens as participants navigated a curriculum development process that involved less oversight and less access to institutional resources. Furthermore, participants identified a culture of accreditation that pervaded academic units and influenced curriculum policy. This study highlights the role of program-level accreditation standards on curriculum development beyond disciplinary siloes and has implications for curricular policy and academic leadership. [ABSTRACT FROM AUTHOR]