Middle East Association for Theological Education MEATE

Transcription

1 Middle East Association for Theological Education MEATE Accreditation Handbook 1

2 TABLE OF CONTENTS INTRODUCTION 1. An Overview of MEATE Accreditation 2. Key to Program Improvement: Full Participation 3. Institutional Benefits from Accreditation Processes 4. Steps toward Accreditation 1. ACCREDITATION PROCEDURES 1. Becoming a Candidate for Accreditation 2. From Candidacy to Accreditation 3. Maintaining Accreditation MEATE PERFORMANCE STANDARDS 1. Administration 2. Teaching Staff 3. Facilities 4. Educational Program 5. Students 3. MEATE VISITATION TEAMS 1. Guidelines for Institutions Receiving a VET Team 2. Guidelines for MEATE Visiting Evaluation Teams 3. Guidelines for the V.E.T Team Report 4. Sample Visitation Schedule ACCREDITATION BIBLIOGRAPHY 25 2

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4 INTRODUCTION The Middle East Association for Theological Education (MEATE) was established in November, 1992, by a group of Evangelical theological educators from the region. As concerned educators, the founding members saw the need to establish a forum for relationships among the evangelical theological programs in the Middle East. Accompanying this desire for relationship building was the conviction that cooperative evaluation of theological programs and certificates could significantly improve the quality of study programs, develop principles and tools for continuous assessment and provide effective educational services for its members. MEATE has decided to operate under the principles of academic accreditation based on international standards for theological education, comprehensive self-study and peer evaluation through on-site visitation and collegial decision. Sources for developing this approach are an integral part of this document. MEATE principles and practices emerge from accepted accreditation processes in use in North American universities and theological institutions around the world. The MEATE has a particular orientation toward accreditation, characterized by four components: 1) professional assessment 2) full participation 3) stakeholder benefit 4) predictable steps Each of these components is described in detail in this section. 1. An Overview of MEATE Accreditation Accreditation is a system for recognizing educational institutions and professional programs affiliated with those institutions for a level of performance, integrity, and quality which entitles them to the confidence of the educational community and the public they serve. The accrediting process requires institutions and programs to examine their goals, activities and achievements; to consider the expert criticism and suggestions of a visiting team and to determine internal procedures for action on recommendations from the accrediting agency. The MEATE accreditation procedures enable both centralized and decentralized higher theological education to achieve accreditation 1. Since accreditation status is reviewed on a periodic basis, recognized institutions and professional programs are encouraged to maintain continuous self-study and improvement mechanisms. The main mission of the accreditation process should be to ensure that every accredited institution is seriously and continuously engaged in the examination of it its impact upon student learning, both undergraduate and graduate. Completing a comprehensive self-study is the primary institutional task in the accreditation process. Self-studies need to focus on assessing student learning outcomes and teacher effectiveness. Faculty, administration, students, graduates, board members, church leaders and community representatives ought to be participants together in a comprehensive self-study. Self-study tools for MEATE accreditation may be ordered separately. 1 MEATE standards and procedures as applied to decentralized or distance education are included in a separate document. 4

5 2. The Key to Program Improvement: Full Participation The impact of the comprehensive self study on program improvement will be enhanced if: 1. Faculty are integrally involved in the development of the self-study and are given the opportunity to share their perspectives on educational issues, 2. Student perspectives on vital educational issues are collected, 3. Graduate feedback on the appropriateness of their training is encouraged, 4. The board of directors helps plan and implement the self-study, 5. The churches help refine the standards for ministerial education, and 6. Representatives from the community are drawn into discussions on program impact. 3. Institutional Benefits from Accreditation Processes A decision to move towards accreditation through the services of MEATE related schools is one that will benefit your institution in several important ways. Doing a self-study enables you to identify the strengths and weaknesses of your institution. The results of a self-study put you in a situation where you can see more clearly the areas in which you are succeeding. Self-study helps your administration, faculty and constituency identify the unique roles your institution fills among ministerial training schools. You will benefit from the collegiality that will develop through relating to the members of the MEATE Accreditation Commission as they help you move towards accreditation. You will benefit from the enhanced awareness of the importance of fulfilling your institution s unique mission. 4. Steps Towards Accreditation MEATE members are colleagues together in an association that seeks to provide a forum for relationships among the evangelical theological programs in the Middle East. We have agreed to help one another achieve renewal and excellence in our educational programs as we together work with the churches as they seek to attain unto the whole measure of the fullness of Christ (MEATE 1997, 1-2). We have identified evaluation as a way of helping one another achieve these aspirations for the churches and our institutions. We have created together an evaluation process that is intended to lead to the accreditation of our institutions and programs. MEATE offers several levels of involvement for institutions and programs. They may be full voting members or non-voting associate members. Members are not compelled to participate in MEATE accreditation. Should an institution wish to pursue accreditation, the sequence of steps are as follows. 1. Membership in MEATE 2. Candidacy for Accreditation 3. Comprehensive Self-Study 4. Site Visit 5. Recommendations implemented and plans made for continuing self-evaluation 6. Accreditation Decision by the MEATE Accrediting Commission 7. Periodic Review (Annual summaries and six year re-accreditation self-evaluations) 5

6 1. ACCREDITATION PROCEDURES Accreditation is a three-phase experience; the first phase being application for candidacy (1.1), the second phase moves the applicant from candidacy to accredited status (1.2) and the third phase is continuous evaluation in order to maintain accreditation (1.3). 1. From MEATE Membership to Candidacy for Accreditation The first step towards MEATE accreditation is Candidacy. 1. APPLICATION RECEIVED: After having obtained full membership, the MEATE member school requests an Application for Candidacy for MEATE Accreditation from the Accrediting Commission. The Accreditation Coordinator will send the application to the member with a letter explaining the Criteria for Candidacy for Accreditation. 2. PRE-REQUISITE CRITERIA UNDERSTOOD: The Pre-Requisite Criteria for Candidate Status for Accreditation are: a. The institution has clear and publicly stated purposes, consistent with its mission and appropriate to a postsecondary educational institution. b. The institution has effectively organized adequate human, financial and physical resources into its educational and other programs so that it is accomplishing its immediate purposes. c. The institution has adopted and is following realistic plans to acquire and organize any additional resources needed to accomplish all of its stated purposes. d. The institution has the potential to achieve accreditation within the normal four-year candidacy period (NCA 1992, 15,16). 3. APPLICATION FILLED OUT: Applying for Candidacy marks the beginning of the MEATE self-study process. It is the institution s responsibility to show that it conforms to the Criteria for Candidacy. A characteristic method of self-study is narrative reporting. This approach enables the institution to tell its story and use supporting documents to attest to its accuracy. Narrative descriptions ought to preface or explain all documents attached. 4. APPLICATION SENT: When the member completes the application form, the completed application should be delivered to the Accreditation Coordinator. Accompanying the completed application should be the Application Fee set by the MEATE. 5. APPLICATION REVIEWED: The application will be reviewed by the Accreditation Coordinator and the Commission to determine if the applicant is likely to fulfill the conditions of accreditation within the 4 year Candidacy period. A visit to the institution by the Coordinator and another Commissioner may be required in to verify that the school is ready for Candidacy status. A majority vote by the Accrediting Commission will decide for or against candidacy, or place prerequisite conditions on Candidacy. The Coordinator will inform the member on the Commission s decision regarding Candidacy. 6. DENIAL OF CANDIDACY: If the Commission determines that the institution is not likely to achieve Accredited status within a four-year candidacy period, Candidacy status will be denied. A letter to the member stating the reasons for denial will accompany the returned application. Fifty percent of the application fee will be returned to the member. A member whose initial application has not been accepted may, if it wishes, make a fresh application after one year. 6

7 7. FEES DURING CANDIDACY: During the time that the institution is a registered candidate, it will pay the same annual participant fee which fully accredited institutions pay. 8. TIME LIMITS AND EXTENSIONS: An institution may remain a candidate for a period of four years. At the end of this time its Candidate status will be automatically terminated, unless an extension is granted by MEATE. MEATE may, on request, grant extensions for one year at a time for exceptional reasons. Normally extensions will not be granted unless the self-evaluation process is well in progress. 9. PUBLICATION OF STATUS: Institutions which are registered candidates under MEATE may say so in their publications, i.e. Seminary X is a candidate for accreditation with the Middle East Association for Theological Education (MEATE). They may not use the phrase accredited by MEATE until full accreditation is granted. 10. CONFLICT OF INTEREST: MEATE Accreditation Commission members cannot participate in any procedure concerning the granting of Candidacy status to their institution. 1. Self-evaluation. 2. From Candidacy to Accreditation After an institution has become a registered candidate, it then will begin a process of careful self-evaluation, using materials supplied by MEATE, and begin to make whatever adjustments are necessary to meet MEATE standards. While the institution is making the evaluation and the improvements, it will keep in close and frequent contact with the Accreditation Commission for advice. At the end of this self-evaluation process, the institution may submit to MEATE a detailed written report on its self-evaluation and adjustments. 2. Recommendations. The Accreditation Commission may, both during the process of self-evaluation and after the report has been submitted, recommend various improvements or adjustments in the institution's program in order to enhance its chances of accreditation. 3. Visitation. Subsequent to receiving the self-evaluation, upon mutual agreement of both the candidate institution and the Accreditation Commission, the latter will appoint a team of external visitors to come to the institution to evaluate its program in relation to its report and to the standards of MEATE. The visitation team shall be composed of three persons, all of whom may be members of the Accreditation Commission. One qualified,external visitor may be invited to join the team. 4. Visitation costs. The institution will pay MEATE both a fee for the visitation and a set charge to cover travel costs. MEATE will then care for all travel expenses of the visitors; the institution will care for food, lodging, and related local expenses of the visitors; and the visitors will contribute their time and services free of charge. 7

8 5. Visitation Report. When the visitation is completed, a written report by the visiting team will be sent immediately to the Accreditation Commission. If possible, a draft of the report will be left with institution which will respond in writing to the draft. The report will include a recommendation for action on the institution's application for accreditation. 6. Accreditation Commission Decision. The Accreditation Commission, after consideration of all relevant submissions, may recommend to the general assembly: (i) to grant accreditation to a specific program or programs; (ii) to grant provisional accreditation, with notation of specific deficiencies and a stated time for their correction; (iii) to delay accreditation until certain specific deficiencies are corrected within a stated time; or (iv) to deny accreditation, for stated reasons. The decision of the Commission will be ratified by the MEATE General Assembly. 7.Withdrawal. An institution may at any time during the process of seeking accreditation under MEATE voluntarily withdraw from that process and from its candidate status. No refund of fees or charges will be made. 8. Re-application. Institutions whose candidacy has been either terminated or withdrawn may, if they wish, make a fresh application for candidate status after an interval of two years. 9. Publication of accredited status. Institutions which have been granted accreditation under MEATE may specify in their publications and credentials the type(s) of accreditation they possess. 1. Annual Report and Fee. 3. Maintaining Accreditation Accredited institutions will be required annually to submit a report updating information on the institution and its program, together with the annual participant fee. The MEATE staff will send an invoice and annual report form to facilitate this task. Failure to submit the report and fee will result, after due reminder, in jeopardizing the accreditation status. 8

9 2. Re-examination. Periodically, accredited institutions will be expected to renew their accreditation by undergoing a fresh self-evaluation and a fresh visitation. This re-examination will normally take place every six years. Expenses for the new visitation will be handled in the same manner as for the initial visitation. Decision to renew the institution's accreditation will be by the Accreditation Commission, on recommendation from the visiting team. 3. Notation. When the institution's program, considered as a whole, does meet MEATE standards for accreditation, but is nevertheless still deficient in certain particular points, the accreditation of the institution will be accompanied by a notation of the deficiency, and a time limit will be set for its correction. Such notations may arise either in connection with initial accreditation, or from information such as that supplied in the annual report, or from the re-examination process. Normally the period for correction will be not less than a year and not more than two years. The notation will be removed when the Accreditation Commission has satisfied itself that the deficiency has been corrected. Expenses for determining the removal of the notation will be carried by the institution. 4. Probation. Whenever a substantial institutional change takes place, or when an institution's program declines in quality so that it no longer measures up to MEATE standards when considered as a whole, the institution may be placed on probation (if in the judgment of the Accreditation Commission the institution has the ability and the willingness to correct the deficiency within necessary time limits). If probation is necessary, the Accreditation Commission will set a time limit for correction, of not less than a year and not more than two years. The probation will be removed when the Accreditation Commission has satisfied itself that the deficiency has been corrected. Prescribed MEATE expenses for determining the removal of probation will be carried by the institution. 5. Public Status. When an institution has a notation against its name, or is on probation, it is still accredited and may continue to say so in its publications and credentials. 6. Suspension. The accreditation of an institution may be suspended by MEATE on such grounds as failure after due reminder to comply with MEATE procedures or directives or major, but temporary, interruption of the institution's program. Reinstatement will follow compliance with requirements set by MEATE according to the individual case. Expenses for determining compliance will be carried by the institution. Suspension is temporary and is normally for a six-month period. 9

10 7. Removal of accreditation. MEATE shall remove the accreditation of an institution, after due warning, when: (a) an institution's program has declined so that it no longer measures up to the MEATE standards considered as a whole, and MEATE does not find that there are both an ability and a willingness to correct the deficiency in a short time; (b) an institution has failed to correct such deficiency during the period of probation; (c) an institution has failed to comply with standard MEATE procedures or directives after due warning; MEATE shall remove the accreditation of the institution. The final decision on the removal of accreditation will be made by the General Assembly on the recommendation of the Accreditation Commission. 8. Withdrawal. An institution may at any time voluntarily withdraw from MEATE accreditation on due notice to the MEATE Accreditation Commission. No refund of fees or extra charges will be made. 9. Appeals. An institution may, if it wishes, appeal to MEATE for stated reasons to reconsider any decision made to place that institution on probation, or to suspend its accreditation, or to remove its accreditation, or any other concern. 10. Re-application. An institution whose accreditation has terminated for any reason may, if it wishes, make application in the normal manner for registration as a candidate for accreditation after an interval of two years. 10

11 2. MEATE Performance Standards SUMMARY 1 Administration 1. Objectives 2. Organization 3. Finances 4. Stability 2 Teaching Staff 1. Number 2. Qualifications 3. Commitment 4. Responsibilities 5. Nationality 6. Salaries and Compensations 7. Development 3 Facilities 1. Buildings and grounds 2. Library holdings 3. Library funding 4. Library administration 4 Educational Program 1. Holistic program 2. Contextualized curriculum 3. Program publication 4. Curriculum balance 5. Program review 6. Educational objectives 7. Guided practical experience 8. Achievement measurement 9. Admission 10. Graduation 5 Students 1. Services and housing 2. Counseling 3. Discipline 4. Community life 5. Fees 11

12 1. Administration 1. Mission 1.1 The institution should have a clearly-stated mission 1.2 The mission statement should be known, understood and supported by the constituency 1.3 Graduate Profiles will constitute the curricular link between the mission statement and the curriculum (see Appendix : Graduate profiles). 2. Objectives. 2.1 The institution must have in writing a set of clearly defined objectives, approved by the appropriate governing body, which are suitable to its perceived role and commitments, which relate to the institution's program as a whole, and which that program is demonstrably designed to achieve. 2.2 The institution must be able to show a reasonable approximation of these objectives in its achievements. 2.3 The institution must have in operation a structure for the regular evaluation of its objectives, and of its program and achievements in relation to these objectives. 2.4 There must be evidence that the staff is familiar with and accepts these objectives, and that steps are regularly taken to acquaint the students in a practical manner with these objectives and their significance. 3. Organization. 3.1 The governing of the institution, including the operations of the proprietors, the board of administration, must be carried out in accordance with written regulations appropriate to the nature and size of the institution. 3.2 These regulations should include defined lines of authority and job descriptions for each administrative office. 3.3 Record-keeping procedures for all levels of administration must be adequate in scope, legibility, and provision for preservation. 4. Finances. 4.1 The financial policies, procedures, and conditions of the institution must be demonstrably sound. There should be an annual external auditing of the financial records. 4.2 The institution must also be able to demonstrate reliable sources of regular financial support. 4.3 Where financial dependence is principally on sources outside its area, there must be in operation a plan to increase the proportion of total income derived from local sources, especially from bodies which sponsor students at the institution. 12

13 5. Stability. 5.1 The institution must show a satisfactory degree of stability, manifest in such factors as continuity of board membership and administrative leadership, low rate of staff turnover, steady enrollment figures, and sound financial history. 5.2 Institutions must also demonstrate a pattern of steady planned improvement. 5.3 Institutions may be accredited after at least four years of stable operation. 13

14 2. Teaching Staff 1. Number. 1.1 The teaching staff must be of sufficient number to support the educational program effectively. 1.2 Instructional delivery shall allow for sufficient interaction between students and teachers. 2. Qualifications. 2.1 The members of the teaching staff must have qualifications adequate to their responsibilities. 2.2 Normally this means possession of a recognized academic qualification at least one academic level above the qualification for which the students are being prepared: The diploma level should be taught by those who have at least a bachelor's degree. The bachelor's level should be taught by those who carry at least a master's degree. The master's level should be taught by those who carry a doctoral degree. The doctoral level should be taught by those who have post-doctoral research and experience. 2.3 The minority of teaching staff falling below the average in such training should be distinguished by above-average experience, proven competence and continuing development. 3. Commitment. 3.1 Staff members shall evidence mature Christian character and demonstrate: willing acceptance of the doctrinal statement of faith of the institution, conformity to the institution's behavioral expectations, and be in accord with the institution's objectives and standards. 3.2 Staff members must also evidence concern to improve in personal professional skills and to keep up-to-date in, and improve academic acquaintance with their individual fields of specialization and instruction. 3.4 They must actively participate in the life and worship of the institution and must exhibit a visible personal interest in the students and their welfare. 3.5 Faculty members shall committed and active members of a local church. 3.6 All the above commitments ( ) should be clearly communicated and consistently held before the faculty. 14

15 4. Responsibilities. 4.1 A job description, mutually agreed upon and regularly updated, should be provided to each faculty member. 4.2 Job responsibilities in addition to teaching (committee work, public relations, etc.) should not detract from classroom effectiveness. 5. Nationality. 5.1 The institution should normally have a majority of Middle Eastern faculty members Whenever this is not the case, the institution should have a realistic plan to bring this about. 6. Salaries and Compensations. 6.1 Faculty salaries and other benefits should reasonably compare to prevailing scales for similar work in the local country 6.2 Faculty salaries and benefits should be reviewed annually. 7. Professional Development. 7.1 The institution should have a working policy designed for the upgrading of faculty academic qualifications and teaching skills (i.e. study leaves, seminars, workshops, consultations). 15

16 3. Facilities 1. Buildings and grounds. 1.1 The site, layout, structures, and furnishings of the institution should be suitable for accomplishing its mission. 1.2 Arrangements for maintenance should be sufficient to ensure smooth operation of the facilities and achievement of the mission. 2. Library holdings. 2.1 The library should be of a size and quality suitable to the academic program of the institution and able to support its designed curriculum in relation to the literature available in the language of instruction. 2.2 Priority attention should be given to acquisitions in the local vernacular languages, where such materials are available 2.2 Acquisitions should relate to the institution's program of instruction. 3. Library funding. 3.1 Funding of the library should be adequate for efficient operation and steady growth of the holdings. 3.2 Normally this should mean that an institution spends each year on acquisitions an amount equal to at least 3% of the institution's current budget. 3.3 Institutions whose holdings are in the lower ranges should expect to mobilize greater resources to accomplish their mission and support their curriculum. 4. Library administration. 4.1 The library should be administered according to standard library procedures; the staff should be sufficient in number and training; the facilities and procedures should be adequate for preserving the holdings against special hazards arising from climate and insects 4.2 The hours of operation should reflect a concern to make the holdings as accessible as reasonably possible. 4.3 Circulation records should permit updated information on the amount and nature of student and faculty use. 16

17 4. Educational Program 1. Holistic program. 1.1 The institution's program should evidence a holistic approach, educating the whole person. 1.2 Holistic training should embrace spiritual, behavioral, practical, as well as academic objectives in order to realize the graduate profile, including the areas of being, knowing, doing and feeling. 1.3 Holistic training combines both curricular and extracurricular activities. Thus worship, community life, work, sports, social activities, practical Christian service, and so forth, should be intentionally shaped to help achieve the graduate profile(s) of the institution. 2. Contextualized curriculum. 2.1 The curriculum as a whole and the syllabus of each course should be directly related to the graduate profile. 2.2 The curriculum should demonstrate deliberate attentiveness to the specific Christian community being served, the specific vocations for which the students are being prepared, and the specific cultural contexts in which the students will minister. 3. Program publication. 3.1 Both the institution's educational program as a whole and its academic curriculum with their respective rationales should be available in printed form. 3.2 A standardized syllabus for each course, integrated with the graduate profile and with the curriculum, should be on file and updated regularly. 4. Curriculum balance. 4.1 The content of the curriculum of the institution must be justified in relation to the normal spread of subjects in theological curricula, with regard to Biblical, theological, historical, practical, and general areas of study. 4.2 Respect of the Graduate Profile will ensure overall balance in the curriculum. 5. Program review. 5.1 There should be a clear system for frequent critical review and adjustment of the educational program as a whole, the curriculum, and the individual course syllabi. 17

18 6. Instructional objectives. 6.1 The institution must develop written instructional objectives for each aspect of its program, each section of the curriculum, and each course, so that they are designed in their combination to correspond to the objectives expressed for the institution as a whole and to the Graduate Profile. 7. Guided practical experience. 7.1 The institution must incorporate arrangements for guided practical experience in the specific vocations for which the individual students are being prepared. 7.2 Such practica must be a requirement for graduation. 8. Achievement measurement. 8.1 The institution is to develop procedures for measuring the actual achievements of their graduates in relation to the stated objectives of the institution and the graduate profile, thus demonstrating quality assurance. 8.2 Quality assurance measurement should include spiritual formation, ministry effectiveness and relational skills, as well as academic achievement. 9. Admission. 9.1 The institution must have admissions procedures which include careful attention to the Christian character and practical Christian experience of the student, as well as to his academic qualifications. 9.2 Academic admission requirements into each degree program shall be comparable to those in similar degree programs in worldwide theological education, as well as institutions and universities of the local country. 9.3 These entrance requirements are normally met before entering the institution. 9.4 Students transferring from one degree program to a higher one normally may not transfer credits from the lower degree to the higher. 10. Graduation Graduation requirements must include the practical and the personal development of the student as well as his academic achievements The names of the various academic awards should take inton consideration the nomenclature and requirements of their country or region. 18

19 5. Students 1. Services and housing. 1.1 Housing for resident students should correspond to that of similar institutions in the country (size, furnishings, sanitary facilities, etc.). 1.2 Housing, grounds, and facilities must be well maintained. 1.3 Food service must show careful attention to hygiene, nutrition and local standards. 1.4 The institution must ensure that health services are accessible to resident students. 2. Counseling. 2.1 The institution must make provision for personal counseling and remedial tutoring for all degree students, according to need. 3. Problem-Solving. 3.1 Major disciplinary decisions, problem-related issues or policy exceptions must in every case be arbitrated: a) in keeping with written-regulations published and distributed to the students; b) on the basis of a clear process, including discussion and decision by a group rather than by an individual; c) with written records kept of action taken. d) whenever necessary, in consultation with the student's church or sponsoring body. e) with possibility of appeal and redress 4. Community life. 4.1 The institution should make every effort to foster a healthy sense of community life among all members of the institution. 4.2 With this in view, an adequate program of extracurricular activities including social and physical recreation, should be provided, and accountable to the administration. 4.3 All student organizations should be properly organized and operated in harmony with the overall objectives of the institution. 4.4 Opportunity should be made for student involvement in the decision-making process for the community life of the institution. 4.5 The institution should also seek to foster healthy relations and involvement with the local community, and especially with local Churches and ministry organizations. 4.6 Student rights and responsibilities should be protected and stated in writing in officially approved institutional documents. 19

20 5. Fees 5.1 Student fees should be regularly reviewed to make sure that they correlate both with the financial needs of the institution and with the financial abilities of the students and their sponsors. 5.2 Financial aid programs should be administered in keeping with written procedures on the basis of group consultation and decision and with formal records maintained of action taken. 20

21 3. MEATE VISITING EVALUATION TEAMS (VET) An essential part of objective evaluation and program improvement is peer review. The MEATE Visiting Evaluation Team fulfills the peer review function. To assist institutions in successful VET appointments, MEATE has provided the following guidelines for receiving a VET (cf. point 1). In order for the VET team members to clearly understand the scope of their role, instructions and guidelines are given for VET work, before, during and after the visit (cf. point 2). The summative report of the VET is the primary document produced by the team together but edited by the team leader. This document, written in simple but clear language, should give the institution and the MEATE an adequate summary of program accomplishments and directions for further growth. Guidelines for developing this report are given to help the VET succeed in its mission (cf. point 3). A sample visitation schedule is provided to acquaint institutions and VET members with a likely layout of interviews and appointments. This sample is intended to present a flexible pattern for visit preparation. 21

22 1. GUIDELINES FOR INSTITUTIONS RECEIVING A VISITING EVALUATION TEAM A preliminary schedule will be shared between the chairperson of the visit and the evaluation coordinator of the institution. Once the schedule for the team's visit has been established by the team chairperson, the institution administrator is responsible to arrange for incountry transportation and hospitality and to arrange scheduled meetings with the Accreditation Guidance Commissions in the cities to be visited. A suitable workroom at the institution headquarters should be provided for use by the visiting team throughout the period of the visit. If necessary, a computer or typewriter should be placed in the room for use by the team in preparing their report. The workroom should also be provided with: sample copies of course syllabi, the current catalog, library information, student enrollment data, graduate placement facts, fulltime and adjunct faculty member information, long range planning materials if available, copies of recent audits, a list of extension centers and center instructors and any other information the college feels would be helpful to the Visiting Team. 3. Members of the College's administration and staff should be available to assist the team as requested. 4. Institution staff members should be available to transport and accompany members of the team in local travel. 5. When the team's visit includes a Sunday, the day will be observed as a day of worship and rest; no visit activities will be scheduled on Sunday. Because of the team's workload during the visit, it should not be assumed that the members of the Visiting Team are available for preaching assignments. RKH October 9,

23 2. GUIDELINES FOR MEATE VISITING EVALUATION TEAMS BEFORE THE VISIT 1. It is essential that all members of the Visiting Team read carefully the Self-study Report and all supporting documentation prior to the accreditation visit. The reader should make notes of all points of interest, whether for commendation, clarification, or concern. DURING THE VISIT 1. The first item on the Visiting Team's agenda, upon arrival at the visitation site, is an organizational meeting at which members of the team must identify aspects of the institution which appear to require the team's attention. 2. Specific assignments will be made at the Visiting Team's organizational meeting. If any member of the team is especially qualified or has a special interest in any aspect of the institution's administration or instruction, it will be helpful to notify the team leader in advance of the visit. 3. The period of the team's visit will include all waking hours. Team members who have contacts in the vicinity of the visited institution should plan any personal time prior to or subsequent to the visitation schedule. 4. Most of the work of the Visiting Team will be done individually, allowing each member of the team to pursue a different aspect of observation or investigation, with frequent report back to and coordination with other members of the Visiting Team. 5. Travel time shall be utilized for team dialogue and collective assessment. 6. Although developing the Visiting Team's report will require a collective effort, the team leader will serve as editor of the team's report. AFTER THE VISIT 1. Because the Visiting Team will have access to every aspect of the institution visited, it is essential that team members respect the confidentiality of the information shared. However, it is appropriate to share information about the visited institution which is available in the institution's own publications or to identify aspects of the institution which merit special commendation. Areas of institutional weakness, on the other hand, should be considered strictly confidential. It is the purpose of the MEATE and the Visiting Team to encourage and strengthen the visited institution, not to deprecate the institution or undercut its effectiveness. RKH October 9,

24 3. GUIDELINES FOR THE V.E.T. REPORT 1. The Visiting Team report will be addressed to the MEATE Commission on Accreditation and will be forwarded to the office of the Coordinator for the Accreditation Commission. The team leader is responsible for drafting the team's report and for submitting it to the MEATE Coordinator for the Accreditation Commission. The Visiting Team report records and constitutes its recommendation to the MEATE Accreditation Commission. Action on the visited institution's application for the Accreditation or Reaffirmation of Accreditation is the sole prerogative of the Accreditation Commission. 2. The principal objective of the Visiting Team's review of an institution will be to frame a recommendation to the MEATE Accreditation Commission regarding action on the institution's application for MEATE accreditation. The Visiting Team's report should clearly state the team's recommendation to grant or to deny the institution's application. 3. In the course of the visit, members of the Visiting Team should take special notice of areas in which the visited institution evidences particular strengths or weaknesses, especially when those areas are addressed by the Association's accreditation standards. Areas of institution strength and weakness should be focused on in the Visiting Team's report. 4. The Visiting Team's report should record "suggestions" and "notations" framed by the team in the course of the accreditation visit. A "suggestion" constitutes advice which is offered by the Visiting Team for enhancing an area in which the institution meets the Association's accrediting standards. A "notation" identifies an area in which an otherwise strong institution does not meet accrediting standards. 5. A institution area cited for "notation" should reflect a consensus opinion of the Visiting Team. If the team members are unable to reach a consensus regarding a institution area perceived by one or more members of the team to constitute a significant weakness, a notation should not be recorded. Rather, majority and minority opinions should be recorded, with a rationale provided for each. 6. When a "notation" is recorded, the team report should suggest appropriate means for verifying improvements which are needed. Means of verification may consist of: a) a documented report on steps taken to bring the institution into full conformity with MEATE accreditation standards; b) a follow-up visit by the MEATE Coordinator for the Accreditation Commission or his designated representative; or c) a re-visit by a Visiting Team after a stated interval. 7. In framing its report, the Visiting Team should be aware of its advisory role to the Accreditation Commission. Actions recommended by the Visiting Team, including the awarding or withholding of accreditation, the assignment of " notations" and means of verification of needed improvements, may go through changes prior to action by the accreditation Commission. 24

25 8 At the conclusion of the visit, the Visiting Team, through its leader, will report orally to the institution staff, and more specifically and privately to the institution administrator, the findings of the Visiting Team. These oral reports should take note of the advisory nature of the Visiting Team's work and the possibility of changes prior to action by the Accreditation Commission. The institution's administrator should also be informed that a copy of the Visiting Team's report will be provided, for comments or corrections on factual information, prior to its distribution to members of the Accreditation Commission. Subsequent to the team's visit, any communication should be addressed to the MEATE Coordinator for the Accreditation Commission. 9. When the MEATE Coordinator for the Accreditation Commission has received the Visiting Team's report and any factual corrections provided by the institution's administrator, he will circulate these materials to members of the Accreditation Commission, which will then take action. The Coordinator for the Accreditation Commission will advise the institution's administrator of the action taken and will be responsible for any follow-up which is indicated. 25

26 RKH October 9, Sample Visitation Schedule Visiting Evaluation Team Proposed Schedule Bethlehem Bible College October 11-14, 1998 Day 1 Sunday, October 11, :00 Arrival of the Visiting Team to the Hotel in Bethlehem Dr. Imad Shehadeh, Rev. George Assad, Mr Mark Meehan and Mr. Richard Hart will be arriving by road from Amman. 21:00 Supper at the Hotel with BBC host if possible Day 2 Monday, October 12, :30 Breakfast 08:30 MEATE Visiting Evaluation Team organizational meeting Review of the Self-study and discussion of team member observations; distribution of team member responsibilities; lists of data needed; identification of the interviewees: students, alumni, faculty, board members, pastors, community leaders 9:30 Tour of the Bethlehem Bible College Facilities Interviews with food services and campus property manager 10:30 Discussions with Administration Session with the President, Chairperson of the Board, Dean, Registrar and Business Manager addressing issues raised in the self-study relating to Administration of the college 12:00 Discussions with Faculty - Session with the Dean, Department Chairpersons, selected faculty. The Visiting Team will focus on addressing issues raised in the self-study relating to the faculty of the college. 13:30 Lunchtime Eating together with students and faculty 14:00 Student Interviews Interviews Student Government leaders and selected students related to issues raised in the self-study concerning students, campus life, classroom and field education. 15:00 Team Rest 16:30 Library Visit Visit to the library and discussions related to the self-study, library development and the role of the library in the educational program 26

27 17:30 Interviews with faculty, graduates and students Arranged in advance by the administration in consultation with the Chairperson of the visit. 19:30 Supper and discussions with the Board of the College Day 3 Tuesday, October 13, :30 Breakfast 8:30 MEATE Visiting Team meeting Review of the visit findings, team member observations, distribution of team member responsibilities, list of additional data needed 9:30 Observe BBC classes Distribution of Visiting Team members among available classes 10:30 Community Meeting Session with local church, business and government leaders with whom the college maintains relationships. Discussion will be centered on the impact of BBC in the community. 12:00 Visit BBC extension sight in the Galilee or other location Drive to the site. Interview students, faculty, church leaders. Return to Bethlehem 16:30 Visiting Evaluation Team rest 18:00 Faculty, Student Interviews 19:30 Supper with the Faculty and their spouses Day 4 Wednesday, October 14, :30 Breakfast 08:30 Visiting Evaluation Team Meeting Review of Team findings, distribution of writing, preparing preliminary draft of team report 09:30 Writing Up the Visiting Evaluation Report 12:00 Visiting Team Report to the President and the Dean A session to explain Visiting Team findings and recommendations 13:30 Lunch with administration, faculty and board of the college A session in which to share Visiting Team findings and recommendations 15:00 Final Administrative Matters Some visitation Evaluation Team members will leave Wednesday afternoon. Some will leave on Thursday. All will be departing by road. 27

28 The final report will be prepared by the Visiting Evaluation Chairperson after the visit. The report will be circulated among the MEATE Accreditation Commission members. The members will make their recommendations known to the General Board of the MEATE at the meeting of the 5th General Assembly, November 11-12, 1998 in Amman, Jordan. 28

29 Accreditation Bibliography In developing our approach to self-evaluation and accreditation, MEATE members are participating in a continuing process of reading and discussing what other accreditation agencies are doing for their constituencies. Below is a listing of sources that have been used in developing our documents. Accrediting Commission for Senior Colleges and Universities, Western Association of Schools and Colleges Report on the Future of Self-Regulation in Higher Education. Oakland, California. 27 pages. Accrediting Council for Theological Education in Africa, ACTEA rd edition. Standards and Procedures for Accreditation at Post-Secondary Level. Kaduna, Nigeria: ACTEA. 17 pages. American Association of Bible Colleges Manual: Criteria, Policies and Procedures, Constitution and By-laws. Fayetteville, Arkansas: AABC. 166 pages. Asia Theological Association Accrediting Manual for Extension Education and TEE Self Study Guide. Taichung, Taiwan: ATA. 50 pages.. n.d. Accreditation Manual. Bangalore, India: ATA. 52 pages Notes from the Working Committee of the Educational Development and Accreditation Committee meeting in Singapore August at Biblical Graduate School of Theology. 4 pages. Commission on Higher Education, Middle States Association of Colleges and Schools. n.d. What is Accreditation? Philadelphia, Pennsylvania. 20 pages Candidacy for Accreditation. Philadelphia, Pennsylvania. 20 pages Framework for Outcomes Assessment. Philadelphia, Pennsylvania. 41 pages Handbook for Chairing and Hosting and Evaluation Team. Philadelphia, Pennsylvania. 35 pages Handbook for Evaluation Team Members. Philadelphia, Pennsylvania. 22 pages. Commission on Recognition of Postsecondary Accreditation, CORPA Directory of Recognized Accrediting Agencies and Supporters of Accreditation. Washington, D.C. 37 pages. Middle East Association for Theological Education Constitution. 20 pages. North Central Association of Colleges and Schools Accreditation of Postsecondary Institutions: An Overview Chicago, Illinois. 17 pages. 29