In our last post, we talked about what the seven accreditation regions in the U.S. have in common in terms of their standards regarding institutional effectiveness. Now let’s talk about the differences in how the regions address institutional effectiveness.

I had the opportunity to present a webinar to the members of OCAIR (Overseas Chinese Association for Institutional Research, https://ocair.org/). The topic was “Institutional Effectiveness in Higher Education: A Nationwide Perspective”. In the webinar, I compared and contrasted how institutional effectiveness is discussed in the standards and principles of the seven regional accrediting agencies in the United States.

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.