Overview. Regional and Specialized Accreditation: SACSCOC and AACSB SACSCOC 2014 Annual Meeting CS Caveats

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1 Regional and Specialized Accreditation: SACSCOC and AACSB SACSCOC 2014 Annual Meeting CS - 84 Michael S. Johnson, Ph.D. Senior Vice President/Chief of Staff SACS Commission on Colleges Jerry Trapnell, Ph.D. Special Advisor to the President/CEO AACSB International Caveats SACSCOC staff may present their opinions regarding accreditation matters; however, the SACSCOC Board of Trustees holds unto itself final interpretation, application and decisions about accreditation matters. AACSB staff may present their opinions regarding accreditation matters; however, the Board of Directors, accreditation committees, and the Accreditation Council make all final decisions about accreditation matters in accordance with AACSB By-Laws and Policy Governance Manual. 2 Overview Differences between regional accreditation (SACSCOC) and professional/specialized accreditation (AACSB) Relevant standards interface for SACSCOC and AACSB Some expanded discussions Documentation expectations Questions and discussion 3 1

2 Types of Accreditation Institutional Accreditation Regional National Professional or Specialized Accreditation Recognition of Accreditors USDOE CHEA 4 Institutions Accredited Rest of US AACSB 339 SACSCOC 0 SACSCOC Region AACSB 171 SACSCOC 798 International AACSB 206 SACSCOC 6 5 Accreditation Standards SACSCOC: AACSB: Principles of Accreditation Business Standards; Accounting Standards 6 2

3 Mission Standards SACSCOC CR 2.4 and CS Mission is: Clearly defined Specific to the institution Addresses teaching & learning and if appropriate, research & public service Current & Comprehensive Guides the institution Periodically reviewed and updated Approved by governing board Communicated widely 7 Mission, Impact, and Innovation AACSB Standard 1 Mission is: Clear and Distinctive Implies specific outcomes [e.g., learning, research, service] Drives strategic decision making Transparent to stakeholders Consistent with mission of larger institution Implied scholarship focus (per Standard 2) Stakeholder input required 8 Program Content SACSCOC CR The institution offers degree programs that embody a coherent course of study that is compatible with its stated mission and is based upon fields of study appropriate to higher education. 9 3

4 General Education Competencies SACSCOC CS The institution identifies college-level general education competencies and the extent to which students have attained them. 10 Curriculum Content AACSB Standard 9 Curriculum content is appropriate to general expectations for the degree program type and learning goals. Undergraduate General Skill Areas Written and oral communication Ethical understanding and reasoning Analytical thinking Information technology Interpersonal relations and teamwork Diverse and multicultural work environments Reflective thinking Application of knowledge 11 Support Services AACSB Standards 4 & 7 The school prepares and supports student to ensure academic progression toward degree completion, including clear and effective academic performance standards and processes The school maintains and deploys professional staff and/or services sufficient to ensure quality outcomes across the range of degree programs it offers and to achieve other components of its mission 12 4

5 Support Services - SACSCOC CR 2.10: The institution provides student support programs, services, and activities consistent with its mission that are intended to promote student learning and enhance the development of its students. CS 3.4.9: The institution provides appropriate academic support services. CS : The institution s use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology. CS 3.9.3: The institution provides a sufficient number of qualified staff with appropriate education or experience in the student affairs area to accomplish the mission of the institution. 13 Outcomes Assessment SACSCOC The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: educational programs, to include student learning outcomes administrative support services academic and student support services research within its mission, if appropriate community/public service within its mission, if appropriate 14 Outcomes Assessment AACSB Standard 8: The school uses welldocumented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met. 15 5

6 Faculty Sufficiency SACSCOC CR 2.8 Number of Full-Time faculty is adequate to support the mission and ensure quality and integrity of each academic program. Guidelines include attention to: Definition of FT and PT faculty Direction and oversight of programs Curriculum design, assessment, advising Attention to overloads 16 Faculty Sufficiency AACSB Std 5 School maintains and deploys faculty sufficient to ensure quality outcomes across the range of degree programs it offers and to achieve other components of its mission [FACULTY SUFFICIENCY AND DEPLOYMENT] Participating v. supporting faculty members Expectations apply to: curriculum development course development course delivery assessment and assurance of learning 17 Faculty Qualifications SACSCOC CS Employs competent faculty qualified to accomplish mission. Primary consideration: Highest degree in discipline Other considerations: Undergraduate and graduate degrees Related work experience Professional licensure and certifications Honors and awards Continuous documented teaching excellence 18 6

7 SACSCOC Faculty Credential Guidelines: Faculty teaching baccalaureate courses should have a doctorate or masters with concentration in teaching field (to include minimum of 18 graduate hours in teaching discipline) Faculty teaching graduate courses should have a doctoral/terminal degree in teaching discipline or related discipline 19 Faculty Qualifications AACSB Std 15 The school maintains and strategically deploys participating and supporting faculty who collectively and individually demonstrate significant academic and professional engagement that sustains the intellectual capital necessary to support high-quality outcomes consistent with the school s mission and strategies. Initial Qualifications: academic credentials and professional experience Sustained engagement: scholarly activity and practice-oriented activity 20 AACSB Std. 15 Sustained engagement activities Academic(Research/ Scholarly) Applied/Practice Initial academic preparation and professional experience Significant professional experience Doctoral degree Scholarly Practitioners (SP) Scholarly Academics (SA) Instructional Practitioners (IP) Practice Academics (PA) SA > 40%percent SA + PA + SP 60% SA + PA + IP + SP > 90% 7

8 Faculty Deployment SACSCOC (Terminal degrees of faculty): At least 25% of course hours in each major at the baccalaureate level are taught by faculty members holding an appropriate terminal degree AACSB Standard 15: norms for faculty resources: At least 40% are SA At least 60% are SA, PA, or SP 22 Faculty Evaluation and Support SACSCOC 3.2.9: The institution publishes policies regarding appointment, employment, and evaluation of all personnel. SACSCOC 3.4.9: Appropriate academic support services SACSCOC 3.7.2: Faculty effectiveness evaluated in accord with published criteria regardless of contractual or tenured status SACSCOC 3.7.3: Evidence of ongoing professional development of faculty as teachers, scholars, and practitioners 23 Faculty Evaluation and Support AACSB Std. 6: Must have well-documented processes to manage and support faculty over the progression of their careers consistent with mission (i.e., performance expectations, workloads, faculty evaluation, promotion, teaching assignments, orientation and mentoring, faculty resource plan, scholarship) AACSB Std. 12: Policies and processes to enhance teaching effectiveness of faculty 24 8

9 Documenting Faculty Credentials SACSCOC: Burden of proof is on the school to provide justification and documentation of faculty qualifications AACSB: Burden of proof is on the school that SA, PA, SP, or IP status is substantiated by facts as shown on faculty vitae based on criteria adopted by the school 25 Substantive Change Policy SACSCOC Policy: Requires notification and often prior approval for certain substantive change events (e.g. degree level changes, branch campus, mergers, mission, etc.) AACSB Policy: Requires notice within 90 days of change, earlier notification expected (e.g. merger of business schools, significant changes in resources affecting mission achievement, etc.) 26 Areas of SACSCOC and AACSB Agreement Mission focus Student support services and systems Assurance of learning and outcomes assessment for continuous improvement with SACSCOC having additional expectations in the major/concentration General curricula structure including general education Faculty evaluation and development expectations Faculty qualifications based on academic credentials and other indicators of competence/continuous development activities 27 9

10 SACSCOC and AACSB Differences SACSCOC focus on full-time faculty versus AACSB focus on faculty activities AACSB allows more flexibility for deploying SA, PA, SP, and IP faculty but sound documentation may remove differences Deployment of faculty with MBAs supported by AACSB through SP or IP standards, but a potential issue with SACSCOC based on 18-hour guideline unless supported by strong documentation Definitions of substantive change events may differ and have different reporting expectations 28 Questions/Discussion 29 10

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