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A credentialing standard clarification brought forth by the Higher Learning Commission could result in the elimination of approximately half of the liberal arts concurrent enrollment instructors in Indiana, Minnesota, and other locations under HLC accreditation. Concurrent enrollment instructors who were affected by this evolution in credentialing and needed to complete additional coursework to retain their eligibility to instruct concurrent enrollment courses were interviewed for this research. Using the lens of principal-agent theory, the authors share the reasoning, factors, and commonalities behind the findings as to why concurrent enrollment instructors did or did not complete the required coursework before the upcoming credentialing deadline to maintain their eligibility as a concurrent enrollment instructor. Implications for the field and recommendations for policy changes further research are offered.

community college journal of research and practice

Understanding the Concurrent Enrollment Instructor Credentialing Cliff from the Instructors’ Perspective: A Qualitative Study Utilizing Principal-Agent Theory