One of the most common questions I get from folks implementing is, "How would you suggest we set that up?"  I must always answer that question with one of my own: "What does your process look like?"

The beauty (and the challenge) of SPOL is that it does not require you to conform to a specific process for strategic planning, assessment, budget development, or managing your accreditation self-study. 

A well-known phrase tossed around about life, particularly among baby-boomers is: “There are two things in life that are certain – Death and Taxes!”  This time-tested idiom suggests that most things in life can be avoided, but you will surely meet your maker and Uncle Sam will eventually find you to collect on your taxes even after you’ve passed away.  We do a lot during our lives to prepare for these two inevitable events.  We withhold from our paychecks, save receipts, and manage deductions to prepare for every April 15th.  We buy life insurance and write wills to help prepare for our departure from this world. If you are involved in higher education, you might very well argue that there is a third inevitable event to add to the list:  Accreditation.  

If your experience is anything like mine, convincing your colleagues to embrace continuous improvement feels like an uphill battle. It feels like more work, “one more thing the college is asking us to do.” While I have rarely had someone ask me point-blank, the question in people’s minds is “What’s in it for me?” I don’t mind this question. I’m not an economist, but I’ve taken enough economics courses in my time to appreciate the model of humans as rational decision makers. If a course of action has no benefit for us, we shouldn’t take that action.