Experiences of Grade Inflation at an Online University in the United States: An Autoethnography

Grade inflation is a problem at universities in the United States. To understand the cultural effect of grade inflation at a regionally accredited online university in the United States, I conducted autoethnographic research as a participant and observer. In this autoethnographic study, the purpose of my research was to explore my experiences being immersed in a grade inflation culture. I addressed a gap of autoethnographic research related to a culture of grade inflation existing at an online university in the United States. I provided seven themes serving as my discoveries related to my observations and participation as a faculty member. My discoveries supported my assumptions that a culture of grade inflation likely exists at the online university. My discoveries also contribute to the overriding theme in the extant literature that grade inflation exists. My discoveries also support the concept that grade inflation is not limited to on ground universities but also extends to online universities in the United States.

Nine Potential Solutions to Abate Grade Inflation at Regionally Accredited Online U.S. Universities: An Intrinsic Case Study

Grade inflation must be abated. The effect of grade inflation weakens academic standards to the point where accurately assessing levels of competency and student knowledge is difficult to determine. Using intrinsic case study design, I contacted 411 online instructors in the United States exploring potential solutions to abate grade inflation. Of 411 faculty members contacted via personal e-mail, 27 instructors at three regionally accredited online universities in the United States agreed to be interviewed by the use of an interview protocol and recorded via Skype. The research question guiding the study was “What are potential solutions to abate grade inflation?” The research addressed a gap in research related to potential solutions to abate grade inflation at online universities located in the United States. Concepts developed from data analysis were (a) use rubrics, (b) revising student evaluations (c) re-evaluating academic policies, (d) instituting objective exams, (e) instructor training program, (f) take instructors out of grading, (g) pass / fail grading, (h) ranking rather than GPA, and (i) best practices.

Western Governors University and Competency-Based Education

Western Governors University (WGU) was formally established in 1996 by the governors of 19 western states. From its inception it was committed to delivering all of its programs through distance technologies and to graduating its students only on the basis of their demonstrated competency. It is today the only regionally accredited university in the United States to award its degrees exclusively on this basis.

Western Governors University and Competency-Based Education

Western Governors University (WGU) was formally established in 1996 by the governors of 19 western states. From its inception it was committed to delivering all of its programs through distance technologies and to graduating its students only on the basis of their demonstrated competency. It is today the only regionally accredited university in the United States to award its degrees exclusively on this basis.