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University Accreditation Process

University Accreditation Process

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University Accreditation Process

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  1. University Accreditation Process Kingdom of Saudi Arabia Trainers: Dr. Gregory Maffet,Dr. Noelle Branch , Dr. Roland Yoshid, Aladdin Zaglol, M.S., Mohamed Mahdi, M.S., Waheeda Said, M.Ed

  2. Goals: Answer the following • What is accreditation? • How does it benefit the university? • What is an internal self-study process? • How is the Strategic Improvement Plan developed? • How does the institution prepare for an accreditation review visit? • What is does the external quality assurance team do?

  3. Accreditation…. • Quality Assurance • Institutional Improvement • Program Improvement

  4. Opening Thought “When you cease getting better, you stop being good!” Vince Lombardi 4

  5. Accreditation means…. TRUST It means that we can trust that the institution It means the university Is doing what it says it is doing.

  6. Accreditation means…. • Is providing quality education. • Meets international standards for leadership, facilities, programs, assessments,… • Has established an internal system of self evaluation. • Is committed to peer evaluation • Is committed to continuous improvement

  7. Foundations of Accreditation • Trustworthiness • Voluntary Commitment • Quality Standards • Common Protocol • Self Evaluation • Peer Reviews • Continuous Improvement

  8. What is accreditation? Both INTERNAL and EXTERNAL EVALUATIONS • Educational accreditation is a type of quality assurance process under which an educational institution is evaluated by an externalagency to determine if applicable standards are met. (Wikipedia 2009) • The process also consists of an internal self-evaluation of the institution to build a framework of continuous improvement

  9. Why accreditation? • Institutions pursue accreditation for the following reasons: • Self-evaluation based on the institution’s mission • Improvement of instruction and services • Evaluation of effective leadership

  10. Why Accreditation??? 4. Development of a strategic improvement plan 5. Demonstration of quality, assessed by objective educational professionals not personally involved in the institution. 6. Public recognition institutions that complete the process successfully

  11. Types of Accreditation EXAMPLES: Professional ABET Accreditation Board for Engineering and Technology ACPE Accreditation Council for Pharmacy Education CAA Council on Aviation Accreditation AACSB American Association of Colleges and Schools of Business EXAMPLES: Institutional NCAAA National Commission for Academic Accreditation and Assessment CITA Commission on International and Trans-regional Accreditation Middle States Commission on Higher Education There are broadly two types of accreditation • Institutional accreditation: This accreditation applies to the university as a whole. • Professional accreditation: This accreditation exists only in fields where professional competence is of broad concern such as engineering, nursing, and business of accreditation.

  12. Benefits of Accreditation • Continuous improvement of university based on standards • Helps students, employers, and others in identifying those university that meet the standards for educational quality. • Transferability of credits from one university to another.

  13. PROCESS “Accreditation is an activity, not a status. Schools are accredited because of the way they move, not the way they stand.” John A. Stoops First Executive Director, CITA

  14. Accreditation Process Establishing a continuous system of internal evaluation Addressing Improvement Plan/ Monitoring Visits Recommendation for Accreditation Conducting Internal Evaluation (Self-Study)

  15. Saudi University Steps to Accreditation Step 4 Continuous Review Step 3 Judgment on Accreditation Step 2 Peer Review Visit EXTERNAL EVALUATION Step 1 Preparation and Self-Examination Based on Standards INTERNAL EVALUATION

  16. Steps of Accreditation Step 1 Preparation and Self-Examination: INTERNAL EVALUATION • The college, university, or other institution seeking accreditation status prepares materials that effectively display the institution's accomplishments. • The institution must also create a written report of its performance according to the standards set by the accreditation association

  17. INTERNAL EVALUATION:Gathering and Analyzing Information • For each standard: Identify strengths, areas needing improvement and improvement interventions • The institution will be evaluated holistically, the decision of recommending accreditation does not rest on one particular standard or section, but on the quality of the institution as a whole

  18. INTERNAL EVALUATION:Gathering and Analyzing Information • The required details of this report are designed to stimulate in-depth analysis of institutional effectiveness and to assist a thorough self-study and self-improvement process. • It is also designed to give enough evidence to the Visitation Team to determine whether or not the institution is eligible for accreditation.

  19. Steps of Accreditation Step 2 Peer review visit: EXTERNAL EVALUATION • Teams of peer reviewers visit the institution. Most accreditation boards consist of faculty and administrative peers in the field. • Administrative and faculty peers conduct an intensive review of the written report, the materials that provide evidence for statements made in the written report, and the general workings of the college, university, or other institution seeking accreditation status.

  20. Steps of Accreditation Step 3 Judgment action made by accreditation organization: After the review team submits its report, the accreditation association grants or denies accreditation status.

  21. Steps of Accreditation Step 4 Continuous review: • The accreditation association conducts a re-accreditation periodically. • The purpose of the continuous review is to ensure that the accredited institution maintains the required accreditation standards and addresses items from its improvement plan.

  22. Commission on International and Trans-Regional Accreditation (CITA) Kingdom of Saudi Arabia - CITA Accreditation Protocol CITA Accreditation Board approves school to be a Candidate School CITA Accreditation Board approves school to be an Accredited School CITA Accreditation Board approves school to start Accreditation Process Warn or Revoke Recommends Candidacy Recommends Corrections Recommends Accreditation Recommends Corrections CITA Application to start Accreditation process On-site inspection, if needed • Accredited School • Annual Reports • On-site Reviews • Inspections • Monitoring • Improvement Plan Results • Training Candidacy Preparation Meet CITA requirements Candidacy On-site Team Review and Report School with proper license • Accreditation Preparation • Self-Study • Improvement Plan • Meet CITA Standards Accreditation On-site Team Evaluation and Report Every 5 years -new Self–Study and On-site Team Evaluation CITA Applicant to Candidate CITA Candidate to Accredited CITA Accreditation 3 months to 1 year 1 to 3 years Continue to meet standards and follow protocol Accreditation Time Line Accreditation Process SAMPLE TIMELINE OF CITA ACCREDITATION

  23. Leigh University Time Table Phase 1. Preliminary preparation: Fall 2004-Summer 2005, 12 months Phase 2. Preparing the self-study proposal: Fall 2005-July 2006, 12 months Phase 3. Preparing the Self-Study: Summer 2006-January 2008, 18 months Phase 4. Evaluations March 2007-March 2008, 12 months

  24. Goals for Accreditation Self Study • A powerful systems approach to improving student performanceand system effectivenessresults over time

  25. University accreditation recognizes that increasing student achievement involves more than improving instruction • University accreditation is a measure of how well all the parts of the education system - the university, program, and classroom - work together to meet the needs of students

  26. Goals of the Self-Study By conducting a data-driven Self-Study of its own strengths and opportunities for change, the university will • involve the campus community to evaluate its mission, educational programs, activities, ongoing processes of planning, resource allocation, and institutional renewal; involvement = investment • provide a framework for continuous improvement of the university’s educational and administrative effectiveness; initiates an attitude or culture of growth and improvement

  27. Goals of the Self-Study • enhance the shared understanding of its mission as an educational institution; UNITY and team play • Ensure that the institution’s programs and activities strive towards a common vision; all on the same spacecraft • provide comprehensive and coherent recommendations for the university’s future plans—recommendations that have been developed, evaluated, and committed to by the entire community; are comprehensive VS personal agenda

  28. Faculty Involvement Since faculty members are KEY individuals in the self-study process. They should be….. • aware of the process and requirements of a self-study before that decision is made. • involved in the decision to conduct a self-study • continuously involved throughout the self-study process.

  29. Key is University Faculty Accreditation and the sum total of university success is directly aligned to the faculty.

  30. Self-Study Steering Committee The Steering Committee consists of key individuals that will drive the Self-Study process (Accreditation Leadership Team). . Its primary task is to plan, guide and coordinate the Self-Study responsibilities include: • Appointing necessary subcommittees, • Preparing the Self-Study report, • Setting the agenda for the site visit. • Participating as hosts and resources to the visiting team and to fellow faculty members and administrators. • Reviewing the report of the Visitation Team, and • Making recommendations for continued improvement.

  31. Steering Committee Chair Role 1. Keep everyone on task 2. Ensure the subcommittees are functioning and carrying out their tasks 3.Encourage and motivate those working with the accreditation process 4. Work closely with the university’s administrator 5. Attend the pre-visit of the Visitation Team Chairperson 6. Chair the Steering Committee meetings 7. Ensure that the work of the committee stays on the task timeline.

  32. Qualifications of the Steering Committee Chairperson • Dedication to the mission of the university • Trusted member of the university • Familiarity with the university • No employment, either personally or of a family member, within the university • Strategic planning, technological, and organizational skills • Strong interpersonal skills • TEAM BUILDER • Conflict of interest policy and ethics policy

  33. What will each sub-committee for writing the self-studydo? • Decide what questions will be asked in order to demonstrate meeting an accreditation standard. • Determine whether data exist for answering these questions. • Collect new data if necessary. • Assess the University’s current effectiveness in meeting the standards assigned to it; • Write a report including tables, charts and appendices, responding to focus questions, submitted to the chair • Make a clear set of recommendations next steps to address topics the sub-committee considers necessary.

  34. Self-Study in Three Steps Step One – Study Step Two – Analyze Step Three - Show Evidence

  35. 3 Steps to Self-Study Step One: Study In this step, the institution determines what questions will be answered in the self study; Identify TOPICS  converted to questions The institution gathers and reviews information pertinent to each standard; What data? + Collect data + Assess Data + Show EVIDENCE.

  36. Standards • Mission and Objectives • Governance and Administration • Quality Assurance and Improvement • Learning and Teaching • Student Administration and Support Services • Learning Resources • Facilities and Equipment

  37. Standards • Financial Planning and Management • Faculty, Staff and Employment Processes • Research • Institutional Relationships with the Community

  38. System Elements Students Colleges & Universities Technology MIS Transportation Community Executive Staff Programs Classified Staff Accounting Finance Local Business Food Service Parents Facilities & Maintenance Teachers 38 38

  39. Three Pillars of Accreditation 39

  40. AdvancED Accreditation Standards Commitment to Continuous Improvement Documenting & Using Results Vision & Purpose Governance& Leadership Stakeholder Communicationsand Relationships Resources & Support Systems Teaching & Learning Commitment to Continuous Improvement 40

  41. Systemic Thinking Students Students Classroom Classroom Students Classroom Classroom Classroom Classroom Program Program Program University

  42. System of Systems

  43. Systemic University Improvement:Alignment at ALL Levels University College Program DEPARTMENT IMPROVEMENTS CLASSROOM STUDENTs

  44. Activity: Knowing the Standards 44 Study your standard, its indicators, and impact statement. Choose a word or develop a phrase that “captures the essence” of your standard. Using chart paper, draw a graphical representation of how your standard interacts with the other ten standards.

  45. 3 Steps to Self-Study Step Two: Analyze Quality Indicators • In this step, the institution does a self-rating on the standard and quality indicators and analyzes the information. • The analysis helps identify findings, strengths, and recommendations (weaknesses and needs). • After the analysis, intervention actions will address the needs that were suggested.

  46. Quality Indicators Whatquality indicators support or verify that a Standard is met? (ie., Research) What questions should be answered to indicate that the Standard is met? (What evidence and for what reason?)

  47. 3 Steps to Self-Study Step Three: Show Evidence • In this step, the institution collects documents and artifacts that provide the proof that the standards are met. • This information is either included in the self-study notebook or available for the visiting team to review during the visit. • Schedules of interviews and observations that will take place during the accreditation review visit are also prepared.

  48. Support Evidence What evidence supports that a quality indicator is evaluated accurately? What evidence documents that the answers to the questions are accurate?

  49. Reason: What rational? What is the thinking that is behind the assessment? How are the statistics, graphs, or tables interpreted in order to establish the evidence? What is the logic behind the evaluation?

  50. Whatis the Profile? A picture of the institution using data Using data to improve what you are doing! • Institutional Description • School Accomplishments • Enrollment Data – trends over time