What is an Institution of Biblical Higher Education?
The ABHE Manual defines an institution of biblical higher education as, "an institution of higher education in which the Bible is central and the development of Christian life and ministry is essential." These institutions exist to prepare men and women to serve God through lay or vocational ministry. For most of its history, the focus of the Association was only Bible colleges (undergraduate education). However, the membership of ABHE recently approved expanding its scope to include graduate-level accreditation and programmatic accreditation. Although institutions of biblical higher education come in many shapes and sizes, they have in common a three-fold emphasis which could be summarized by the words CONTENT, CHARACTER, COMPETENCE.
CONTENT – Undergraduate institutions of biblical higher education require all students to complete a substantial core of biblical/theological studies. In most four year programs, this core is the equivalent of a major (30 semester hours). The aim is to help the student to master the basic content and theological teaching of the Bible and to become proficient in utilizing Bible study principles, skills, and tools which can permit the student to continue fruitful Bible study and teaching for a lifetime. Graduate programs are characterized by pre-requisite or curricular biblical/theological studies to ensure that students develop and demonstrate significant ability to think biblically in relation to their academic or professional disciplines.
In addition to this Biblical/theological studies core, ABHE undergraduate institutions require students to complete a substantial general education core involving study in such areas as humanities/fine arts, social/behavioral science, and natural/information science. General education is a common element in most college degree programs. The idea of general education is to equip students with the knowledge and skills they need for thinking and citizenship throughout life. ABHE undergraduate institutions insist on general education in order to help students learn how to think Biblically about every area of life. The goal is the development of a comprehensive Christian world view. Graduate education normally would not have a general studies component; however, graduate students would need to have an appropriate general education background in their undergraduate studies. Graduate students would be expected to engage in research and writing at a progressively more advanced level than undergraduate students.
CHARACTER – The Bible insists that we cannot divorce our beliefs from our behavior. Institutions of biblical higher education strongly emphasize spiritual formation as integral to a true Christian education – especially one that prepares a person to serve as a leader in a church-related ministry. They seek to foster a campus culture which emphasizes spiritual vitality through such means as chapel, small groups, church involvement, discipleship, counseling, and mentoring programs, to name a few. Most institutions require students to conform to a set of moral and ethical standards based upon biblical commands and principles. Their aim is to cultivate certain godly virtues, habits, and standards. The ultimate goal is for students to identify and embrace their own set of godly virtues, habits, and standards and to learn the value of self-discipline.
COMPETENCE – Undergraduate institutions of biblical higher education require students to be actively involved in ministry while they are studying. Ministry formation (often called Christian service or field education) requirements help motivate students to learn as they see the relevance of what they are learning, help them to identify and cultivate their spiritual gifts and natural talents, and contribute to translating theory into practice. Institutions of biblical higher education provide ministry skill training, supervision, and evaluation. In many cases, field education and/or internship programs are part and parcel of the academic credit requirements for graduation. Graduate programs are characterized by appropriate practicum or internship experiences in the area of specialization for all professional programs.
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In what ways are Bible colleges/institutions of biblical higher education similar to/different from Christian liberal arts colleges/universities?
Institutions of biblical higher education (commonly referred to as Bible colleges) and Christian liberal arts colleges (such as those who are members of the Council for Christian Colleges and Universities) have many similarities. Each emphasizes the importance of recognizing the Lordship of Christ over every aspect of thinking, living, and working. Each seeks to help students to develop a Christian world view and to cultivate Christian values and character. Each emphasizes the importance of a godly faculty who teach both by word and by example.
Institutions of biblical higher education and Christian liberal arts colleges/universities are quite diverse, so it is dangerous to over-generalize. Nevertheless, here are a few ways in which Bible colleges and other types of biblical higher education institutions tend to differ from Christian liberal arts institutions:
Regardless of the variety and diversity of their educational program offerings, institutions of biblical higher education generally require students to complete substantially more course work in biblical and theological studies than their Christian liberal arts counterparts; a typical ABHE institution requires 30+ semester hours of Bible; a typical Christian liberal arts college or university requires 6-12 semester hours of Bible;
The majority of Christian liberal arts college/university educational program offerings (i.e., majors and minors) tend to center around the arts and sciences and marketplace professions, though many also offer some programs in biblical/theological studies and/or ministry professions; the majority of biblical higher education program offerings (i.e., majors and minors) tend to center around biblical/theological studies and vocational ministry professions, though many also offer some programs in the arts and sciences and marketplace professions;
Institutions of biblical higher education emphasize preparation for ministry; that is not to say that all graduates enter ministry employment; but even those who do not enter ministry employment are substantially equipped biblically and theologically to engage in lay ministry and church leadership;
A higher percentage of students at institutions of biblical higher education are likely to be pursuing some type of church-related ministry or vocation than at a Christian liberal arts college or university. Christian liberal arts institutions have tended to place a stronger emphasis on equipping students to think and live “Christianly” in marketplace careers or professions.
ABHE accredited institutions require students to be involved in ministry formation experiences; many Christian liberal arts colleges/universities encourage ministry involvement, but most do not require it nor offer formal training, supervision, and evaluation.
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What is accreditation?
Accreditation is a means of assuring the public that an institution meets accepted standards of quality and integrity. It developed in the United States early in the 20th century and has continued to be one of the cornerstones of North America’s unparalleled achievement in higher educational quality and diversity. In many ways, the North American system of higher education is the envy of the world – a world in which higher education (including theological education) is all too typically uniform and heavily regulated by either a government ministry of education or government chartered universities. Interestingly, accreditation is spreading throughout the world, as more and more countries adopt some form of this widely acclaimed mechanism for quality assurance and quality improvement.
Accreditation is founded upon three key principles: voluntary participation, self-study, and peer review. Standards are self-imposed by responsible and seasoned educators among member institutions (increasingly, with strong input from public constituents). Institutions seeking to obtain or renew accreditation are required to conduct a comprehensive, analytical self-study involving input from every key internal and external institutional constituency and resulting in both an assessment of quality in reference to common standards and in recommendations for improvement. An evaluation team composed of professional peer educators from sister institutions typically reviews the institution’s self-study report, verifies the institution’s claims concerning quality and integrity, offers recommendations concerning compliance and/or improvement, and renders a decision concerning whether to recommend accreditation. The findings of an evaluation team (along with an institution’s response and follow up record) are typically reviewed by a commission or panel on accreditation (which includes representatives of the public) empowered to render a decision concerning the institution’s accredited status.
Kells’ book, Self-Study Processes, is one of the most comprehensive and respected works on this subject. Kells suggests that an accredited institution is one that:
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Has a clear and distinctive purpose widely understood and embraced throughout the institution;
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Has ascertainable goals deriving from the purpose;
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Has resources (students, faculty, learning resources, facilities, technology, finances) adequate to assure that goals may continue to be achieved;
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Employs processes which ensure integrity and efficiency;
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Engages in continuous assessment, planning, and intentional resource allocation toward improvement;
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Substantially meets accrediting standards
An unaccredited institution is not necessarily substandard or bogus (though, to be sure, there are plenty of both in every sector of higher education – including Bible colleges and theological seminaries). There are indeed worthy and worthwhile institutions which have for one reason or another chosen not to seek accreditation. But you can have confidence that an institution which has subjected itself to the rigors of accreditation by a recognized accrediting agency is worthy of its claims to quality and integrity.
For more on this subject, check out the excellent discussion presented in the Council for Higher Education Accreditation’s website: www.chea.org.
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I hear about all kinds of accrediting agencies. How can I tell which ones are legitimate?
Just as there are bogus institutional claims to accreditation, there are bogus (or at least unrecognized) accrediting agencies. Accrediting agencies in North America may be recognized in one of two ways.
The US Department of Education (USDE) exercises a recognition function for higher educational accrediting agencies. The recognition process involves rigorous documentation of compliance with legal and regulatory requirements, on-site inspections and/or observation of accreditation processes, and a public hearing conducted by a national citizens review panel. USDE recognition may be granted for up to five years at a time; it must be renewed upon expiration.
The Council for Higher Education Accreditation (CHEA) is the national policy center and clearinghouse on accreditation within US higher education. CHEA exercises a recognition function which encompasses institutions accredited by an agency in which the majority of institutions are degree granting. CHEA is a successor organization to the Commission on Recognition of Postsecondary Accreditation (CORPA) and the Council on Postsecondary Accreditation (COPA).
The Association for Biblical Higher Education (formerly the Accrediting Association of Bible Colleges) has been in existence since 1947, making it one of the older and more experienced accrediting bodies. We have maintained recognition by the US Department of Education as a national institutional accrediting agency for undergraduate biblical/theological education since the department began recognizing accrediting agencies in 1952. Our most recent USDE review and renewal of recognition occurred in 2001. ABHE was a charter member of COPA when it was formed in 1975 and has maintained continuous recognition with COPA’s successor organizations, CORPA and CHEA (Council for Higher Education Accreditation). ABHE received its initial CHEA recognition in 2001. The membership of ABHE recently approved new accreditation standards to expand its scope to include graduate-level and programmatic accreditation. Approvals are now being sought with the Council for Higher Education Accreditation and the United States Department of Education to formally engage in these expanded areas of accreditation.
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How is ABHE accreditation different from other types of accreditation?
There are basically three categories of accrediting agencies: regional, national, and specialized/ programmatic:
REGIONAL accrediting agencies accredit, as the name implies, higher educational institutions of all types within a given geographic region. They feature generic standards, accommodate a wide variety of institutional missions, and usually require substantial institutional resources. The six regional accrediting associations in the USA are: New England, Middle States, Southern, North Central, Northwest, and Western.
NATIONAL accrediting agencies accredit special purpose institutions (e.g., those with specific vocational, professional, or religious/theological missions). Recognized national, institutional accrediting agencies include the: Association of Advanced Rabbinical and Talmudic Schools (AARTS); Association for Biblical Higher Education (ABHE); Accrediting Bureau of Health Education Schools; Accrediting Council for Independent Colleges and Schools; Accrediting Commission for Career Schools/Colleges of Technology; Association of Theological Schools in the United States and Canada (ATS); Distance Education and Training Council (DETC); Council on Occupational Education (COE); and Transnational Association of Christian Schools (TRACS).
SPECIALIZED/PROGRAMMATIC agencies accredit programs and/or free standing professional schools, typically departments or subunits of larger institutions. Examples of specialized or programmatic agencies (there are dozens of them) include the Licensing Council for Medical Education (LCME), Council for Social Work Education (CSWE), National Association of Schools of Music (NASM), and the National Council for Accreditation of Teacher Education (NCATE), to name a few.
You can easily verify types and recognition of accrediting agencies through the Accredited Institutions of Postsecondary Education Directory (American Council on Education) or the 2004 Higher Education Directory (Higher Education Publications). These publications are probably available in your local library.
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Does ABHE accredit seminary/graduate programs?
For the first 57 years of the Association’s history (1947-2004), the ABHE (formerly the Accrediting Association of Bible Colleges) official scope of recognition by the Council for Higher Education Accreditation (CHEA) and the United States Department of Education (USDE) was limited to accreditation and pre-accreditation of undergraduate institutions that had a specific focus on biblical/theological education. However, the membership of the Association recently approved (February 20, 2004) new comprehensive integrated standards that address both undergraduate and graduate education for institutions that currently have or are seeking institutional accreditation. Because graduate education is a change of accreditation scope, an application is being prepared for submission to CHEA in 2004 seeking official approval to expand into this more advanced level of higher education. This new initiative is designed to more effectively serve the diversity of institutions within the Association. Approximately one-third of the member institutions within ABHE currently offer graduate education. The majority of these institutions do have their graduate programs accredited by a regional accrediting association and/or the Association of Theological Schools. Upon receiving approval from CHEA to expand the accreditation scope to include graduate education, and upon successfully accrediting several graduate institutions or programs, it will also be necessary to petition the USDE for their approval. The hope is to have graduate accreditation available in 2005.
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Does ABHE accredit specific programs or just institutions?
Similar to the response given to the graduate education question, until recently the Association for Biblical Higher Education accredited only undergraduate institutions and not specific programs. However, the membership of the Association recently approved (February 20, 2004) standards for programmatic accreditation. Programmatic accreditation has been designed for colleges and universities that seek accreditation for particular programs rather than for entire institutions. Institutions that pursue programmatic accreditation will be required to subscribe to the Association’s tenets of faith, provide evidence of institutional accreditation by a recognized agency, document appropriate state or provincial approvals to offer eligible programs, and furnish a mission statement that encompasses programs of preparation for church or parachurch vocations. Furthermore, the programs submitted for accreditation will need to comply with the Association’s curricular standards (relative to Bible/theology and general studies) and specific student ministry/ministry formation requirements.
Because programmatic accreditation is a new initiative for the Association, it will be necessary to submit a change of scope application to the Council for Higher Education Accreditation (CHEA) and then to the United States Department of Education (USDE). The hope is to make programmatic accreditation available in 2005.
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Does ABHE accredit institutions outside of North America?
The mission of the Association for Biblical Higher Education is to provide accreditation and services for institutions and programs of biblical higher education within Canada, the United States, and related territories. ABHE is not an international higher education association; ABHE is a North American agency! This is by design. There are agencies similar to ABHE that already offer accreditation and services to theological schools in every region of the world. The Association for Biblical Higher Education is a long standing member of the International Council for Evangelical Theological Education, a theological education affiliate of the World Evangelical Alliance. The Council is a global community sponsored by eight continental/regional networks of theological schools. The mission of ICETE is to promote excellence and renewal in evangelical theological education by cultivating community and facilitating community among its constituent associations and related entities. For more information on ICETE or one of the continental/regional associations, click onto the ICETE link on our ABHE website or contact us via e-mail at info@abhe.org or telephone at 407-207-0808.
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Will accreditation guarantee that my credits will transfer?
Not necessarily. No institution is forced to accept credits from another – regardless of accreditation or lack thereof. It is always the prerogative of the receiving institution to determine whether and which credit will transfer. That said, colleges should not practice discrimination or engage in arbitrary practices.
The Council for Higher Education Accreditation (CHEA), in conjunction with the 19 recognized institutional accreditors that included ABHE, developed a framework for meeting transfer of credit responsibilities in 2000 entitled A Statement to the Community: Transfer and the Public Interest. This statement was the result of CHEA’s concern that the accredited status of a program or institution assist, not hinder, students in the transfer process.
CHEA’s work on accreditation and transfer is based on three important considerations:
- Accredited status of an institution is an important, but not the sole factor, to consider in transfer of credit decisions.
- Considering transfer requests serves students and the public. The public interest and students are best served when institutions commit to at least consideration of transfer requests, not rejecting such requests out of hand.
- Accepting transfer credits is the responsibility and prerogative of institutions.
The CHEA Statement offered four criteria that accrediting organizations and institutions are asked to consider as decisions are made about transfer of credit and academic quality. These criteria are:
- Balance in the use of accreditation status in transfer decisions: Institutions and accreditors need to assure that transfer decisions are not make solely on source of accreditation of a sending program or institution.
- Consistency: Institutions and accreditors need to reaffirm that the considerations that inform transfer decisions are applied consistently.
- Accountability for effective public communication: Institutions and accreditors need to assure that students and the public are fully and accurately informed about their respective transfer policies and practices.
- Communication to address innovation: Institutions and accreditors need to be flexible and open in considering alternative approaches to managing transfer when these approaches will benefit students.
The Statement goes on to say that the transfer framework is offered as an advisory document for accrediting agencies and institutions. CHEA and the accrediting organizations believe that efforts to strengthen transfer would be most successful if approached in a collegial manner; the framework does not constitute an accreditation or recognition standard. If you believe that you or someone you know has been treated unfairly in regard to transfer credit, you are welcome to solicit our help in seeking fair consideration of your work.
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Is accreditation retroactive?
No. If you earned a degree from an institution which has subsequently become accredited, it does not automatically mean that your degree is "accredited." [For one thing, accreditation pertains to institutions, not degrees.] On the other hand, many college and university registrars and admissions officers are inclined to look more favorably upon work completed at an unaccredited institution if it subsequently becomes accredited – especially if the accreditation took place soon after the degree was earned. It is reasonable to assume that an institution which gains accreditation did not make a quantum leap in quality over night.
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Is an institution that offers a biblical higher education academically inferior to other types of colleges?
This is a common stereotype, but it amounts to unfounded folklore. The term biblical higher education is not an oxymoron! Some prevailing attitudes amount to little more than religious discrimination. For example, many assert that study of the Bible is unworthy of serious academic pursuit. Others assert that adherence to philosophical and doctrinal tenets are inimical to academic freedom and true education. (Ironically, these critics fail to recognize the philosophical absolutism inherent in their own position).
General education is a common element in most college degree programs. The idea of general education is to equip students with the knowledge and skills they need for thinking and citizenship throughout life. Contrary to popular belief, students attending ABHE accredited institutions are generally required to complete more general education course work than many of their counterparts in other sectors of higher education. ABHE accredited colleges must require students to complete a substantial general education core involving study in such areas as humanities/fine arts, social/behavioral science, and natural/information science. ABHE institutions insist on general education in order to help students learn how to think biblically about every area of life. The goal is the development of a comprehensive Christian or biblical world view.
Faculty members in ABHE institutions are required to have completed accredited graduate degrees in their field of instructional responsibility. (As is the case in most other accrediting associations – including regional associations – exceptions must be limited, properly validated, and justified on the basis of professional vitae.) Among the full-time resident faculty in member colleges who teach the vast majority of the curriculum, 97 percent have such graduate credentials. More than forty percent of this total have earned accredited terminal (i.e., doctoral) degrees.
While many (though not all) institutions of biblical higher education are less academically selective than some prestigious secular colleges, there is ample evidence that, when controlled for selectivity, Bible college student achievement compares quite favorably with that of other types of colleges. A growing body of research demonstrates that graduates of ABHE member colleges do well in subsequent receiving institutions. A study conducted more than ten years ago, for example, revealed that nearly 70 percent of the graduates of ABHE member institutions pursued additional studies and, of these, roughly half earned graduate degrees. Many graduates of ABHE institutions have earned advanced degrees from America’s most prestigious universities. Bible college student outcomes research (e.g., Brown, 1983; Enlow, 1988) has repeatedly shown that Bible college student outcomes – including general education outcomes – compare quite favorably to those of students in other segments of higher education.
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How do I check out a college’s accreditation claims?
Start by asking the college whether the college is accredited by a recognized accrediting agency (see above). Beware of extravagant or unsubstantiated claims. You can easily verify whether a college is accredited by a recognized agency through the Accredited Institutions of Postsecondary Education directory (American Council on Education) or the 2004 Higher Education Directory (Higher Education Publications). These publications are probably available in your local library. You could also check with your state/provincial higher education authority to ascertain whether the institution in question is licensed (or exempt from licensure on religious grounds) in your state or province – this is a legal requirement. Feel free to call ABHE (407-207-0808) if you cannot locate the information you are seeking.
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How can I find out about distance learning opportunities for Biblical/ministry training?
Be warned, Christian distance educational opportunities are exploding. And not everything out there is worth your time and money – including some institutions with flashy, high profile advertisements in leading Christian periodicals.
ABHE maintains a listing of member institutions which offer accredited course and/or degree work via distance learning. We trust this list will be a helpful resource to you. You can also request this list by e-mailing info@abhe.org.
There are several other resources which catalog and describe Christian higher educational opportunities in distance learning. The Christian College Distance Education website gives a great description of the landscape and offers opportunity for all kinds of networking and inquiries:
The Association of Christian Continuing Education Schools and Seminaries (ACCESS) is also a great network through which to learn about reputable Christian distance education opportunities.
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What should I do if I have a complaint against an ABHE institution?
ABHE has a formal Policy on Complaints Against an Institution. Contact us via e-mail at info@abhe.org or telephone (407-207-0808) if you wish to discuss a complaint and/or to receive a copy of our policy.
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I’m interested in teaching in an institution accredited by the Association for Biblical Higher Education. What credentials do I need, and how do I find out about opportunities?
ABHE has a referral service, which lists both positions wanted and positions available. You may contact us via e-mail at info@abhe.org if you wish to have your notice posted. A small fee is required for this service. You may view the current listings from the Career Center on our home page.
As to credentials, faculty members in ABHE institutions are required to have earned accredited graduate degrees in their field of instruction. (As is the case in most other accrediting associations – including regional associations – exceptions must be limited, properly validated, and justified on the basis of professional vitae.) In general, ABHE institutions require undergraduate faculty to have a minimum of a master’s degree in their teaching discipline. Graduate faculty need to have earned terminal (doctoral) degrees in their primary teaching field. These degrees should be from institutions accredited by agencies recognized by either the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education or by the appropriate provincial government.
The characteristics which most ABHE institutions are seeking in prospective faculty include evidence of exemplary and impeccable Christian character; evidence of academic and/or professional competence in one’s discipline; evidence of ability to communicate effectively in a college-level instructional setting; evidence of genuine spiritual vitality; and appropriate academic credentials
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We’re thinking of starting a Bible college or a theological seminary. How can we get help?
Your aspiration is commendable. And you are not alone. New Bible schools, institutes, colleges, and theological seminaries are springing up every day. Growing churches and missionary endeavors throughout North America and around the world need godly, well-equipped lay and vocational workers. Conservative estimates place the number of North American Bible schools, institutes or colleges to exceed 1200. Evangelical seminaries would number several hundred.
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