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
Goals: Answer the following
1.
2.
3.
4.
5.
6.
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?
Accreditation….

Quality Assurance

Institutional Improvement

Program Improvement
Opening Thought
“When you cease getting better,
you stop being good!”
Vince Lombardi
4
Accreditation means….
TRUST
It means that we can trust that the
institution
It means the university Is doing what
it says it is doing.
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
Foundations of Accreditation
 Trustworthiness
 Voluntary
Commitment
 Quality Standards
 Common Protocol
 Self Evaluation
 Peer Reviews
 Continuous Improvement
What is accreditation?

Educational accreditation
Both is a type of
quality
assurance process
under which an
INTERNAL
and EXTERNAL
educational institution is evaluated by an
EVALUATIONS
external agency
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
Why accreditation?
Institutions pursue accreditation for the following reasons:
1.Self-evaluation based on the institution’s
mission
2.Improvement of instruction and services
3.Evaluation of effective leadership
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
EXAMPLES:Institutional
Professional
EXAMPLES:
Types of Accreditation
ABET
NCAAA
Accreditation Board for Engineering and Technology
National
Commission
forofAcademic
There
are broadly
two types
accreditation
Accreditation
and
Assessment
 Institutional
accreditation:
ACPE
This accreditation
applies
to the university
Accreditation
Council
for Pharmacy
Educationas
CITA
a whole.
CAA
International
and TransCommission
Professionalonaccreditation:
Council
on Aviation
regional
Accreditation
This accreditation
exists Accreditation
only in fields where
professional competence is of broad concern
AACSB
such
as
engineering,
nursing, on
andHigher
business
Middle States Commission
American
Association of Colleges and Schools of
of accreditation.
Education
Business
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.
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
Accreditation
Process
Establishing a
continuous system
of internal
evaluation
Addressing
Improvement
Plan/
Monitoring Visits
Recommendation
for
Accreditation
Conducting
Internal Evaluation
(Self-Study)
Steps to Accreditation
Step 4
Step 3
Saudi University
Step 2
Judgment on
Accreditation
Peer Review Visit
EXTERNAL EVALUATION
Step 1
Preparation and
Self-Examination
Based on Standards
INTERNAL EVALUATION
Continuous
Review
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
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
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.
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.
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.
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.
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
Accreditation Process
approves school to
start Accreditation
Process
Recommends
Corrections
School with
proper license
CITA
Application
to start
Accreditation
process
On-site
inspection,
if needed
Candidacy
Preparation
Meet CITA
requirements
Recommends
Candidacy
Candidacy Onsite Team
Review
and Report
CITA Accreditation Board
approves school to be an
Accredited School
Recommends
Corrections
Accreditation
Preparation
SelfStudy
Improvement
Plan
Meet CITA
Standards
Recommends
Accreditation
Accreditation
On-site Team
Evaluation and
Report
Every 5 years -new
Self–Study and On-site
Team Evaluation
Accreditation
Time Line
CITA Applicant to Candidate
3 months to 1 year
Continue to meet standards
CITA Candidate to Accredited
Warn or
Revoke
CITA Accreditation
1 to 3 years
and follow protocol
Accredited School
Annual
Reports
On-site
Reviews
Inspections
Monitoring
Improvement
Plan Results
Training
Leigh University Time Table
Phase 1. Preliminary preparation: Fall 2004Summer 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
Goals for Accreditation
Self Study
• A powerful systems approach to
improving student performance
and system effectiveness
results over time
– 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
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
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
Faculty
Involvement
Since faculty members are KEY individuals in
the self-study process. They should be…..



aware of the process and requirements of a selfstudy before that decision is made.
involved in the decision to conduct a selfstudy
continuously involved throughout the selfstudy process.
Key is University Faculty
Accreditation and the sum
total of university success is
directly aligned to the
faculty.
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:
1.
2.
3.
4.
5.
6.
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.
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.
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
What will each sub-committee for
writing the self-study do?

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.
Self-Study in Three Steps
Step One – Study
Step Two – Analyze
Step Three - Show Evidence
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.
Standards
1)
2)
3)
4)
5)
6)
7)
Mission and Objectives
Governance and Administration
Quality Assurance and
Improvement
Learning and Teaching
Student Administration and
Support Services
Learning Resources
Facilities and Equipment
Standards
8)
9)
10)
11)
Financial Planning and Management
Faculty, Staff and Employment
Processes
Research
Institutional Relationships with the
Community
System Elements
Colleges &
Technology
Universities
MIS
Transportation
Community
Executive
Staff
Classified
Programs
Staff
Local
Food
Accounting
Business
Service
Finance
Facilities &
Parents
Teachers Maintenance
Students
38
Three Pillars of Accreditation
39
AdvancED Accreditation
Standards
Vision &
Purpose
Stakeholder
Communications
and
Relationships
Governance
& Leadership
Documenting &
Commitment
Using Results
to Continuous
Improvement
Teaching &
Learning
40
Commitment to Continuous
Improvement
Resources &
Support
Systems
Systemic Thinking
Students
Students
Classroom
Classroom
Classroom
Classroom
Students
Classroom
Program
Program
Program
University
Classroom
System of Systems
Systemic University Improvement:
Alignment at ALL Levels
College
Program
DEPARTMENT
CLASSROOM
STUDENTs
IMPROVEMENTS
University
Activity: Knowing the Standards
• 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.
44
© 2008AdvancED
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.
Quality Indicators
What quality 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?)
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.
Support Evidence
What evidence supports that a
quality indicator is evaluated
accurately?
What evidence documents that
the answers to the questions
are accurate?
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?
What is 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
University of Colorado
Profile and Self Study Example
Executive Summary
Background
Accreditation Summary
Monitoring Student Progress
Enrollment and Quality
Desired Program Outcomes, p 15
Passing Rates, p 20-21
University of Colorado
Self Study
Results, p 71
Faculty, p 72-74
Facilities, p 75
Institutional Support, p 77
What is the Profile?
A picture of the institution using data
Using data to improve what you are doing!
Academic Achievement
and Performance
 Assessment data
 Failures/Drop-out rates
 Acceptance rates, profile of accepted
students
 Follow-up on alumni
Satisfaction in university at various
credit levels
How do you organize for data
analysis?
Question and outcome to be studied:
WHO
Collect Data
Organize/Display
Data
Analyze Data
Share Results
Other Comments
HOW
WHEN
What is your assessment system?
What
Students
Assessment Name:
 Standardized
 Criterionreferenced
 Instructor-made
Assessment Name:
 Standardized
 Criterionreferenced
 Instructor-made
What
Levels
Time Of
Year
Purposes
What does it
measure?
Enrollment
80
70
60
50
Sophomore
Junior
Senior
40
30
20
10
0
2002
2003
2004
2005
Findings:
•3rd enrollment decreases every year
•3rd decline causes future enrollment
problems
•Senior enrollment has steady increase
•Junior enrollment is up and down
Strength:
• Senior enrollment
Weakness:
• Enrollment fluctuation
• Revenue instability
• Class size change
Standards are expectations
that….
1) Function as an indicator of
educational quality and effectiveness
by which institutions are evaluated;
and (100 + years, research based; best
practices; cross local, regional,
national, international, cultural, and
religious boundaries).
2) Provide guidance for continuous
improvement.
Standards
1)
2)
3)
4)
5)
6)
7)
Mission and Objectives
Governance and Administration
Quality Assurance and Improvement
Learning and Teaching
Student Administration and Support
Services
Learning Resources
Facilities and Equipment
Standards
Faculty, Staff and Employment
Processes
9) Research
10)Institutional Relationships with the
Community
11)Financial Planning and Management
8)
Activity: Knowing the
Standards
1. In your “standard” group, discuss:
–
–
Write a phrase that describes the standard in
your own words
Explain how the standard applies to or affects the
university, classroom, and learner
–
–
Graphically depict how the standard impacts
other standards and how other standards may
impact this standard
Identify and list data or potential evidence that
could illustrate the degree to which the standard
is met
Activity: Knowing the
Standard #__
Standards
Descriptive Phrase:
Record your work
on chart paper and
post
Effect on:
.2
University: 
Classroom: 
Learner: 
Be prepared to .3
present or discuss
your work
Evidence:
Standard 1
Mission and Objectives
The mission of the institution clearly
and appropriately defines its principal
purposes and priorities, and is
influential in guiding planning and
action within the institution.
Sample Standard: Mission
Are Mission documents clear and
articulated publicly?
1. What evidence is there that the institution has a welldeveloped statement of mission, vision, goals, values
and institutional priorities?






Well written
Signage
Strategic Plan Document
Board Minutes
Faculty Minutes
Publications
In its Mission documents, the organization
recognizes the diversity of its learners, other
constituencies, and the greater society it serves.
2. What evidence is there that the institution has a
diversity plan and that the plan addresses the diversity
of all its constituents?









Diversity Plan brochure
Student Handbook
Employee Handbook
International programs
P & P document
Print & website(intra)
Website (intra)
Board Minutes
Bulletin
Understanding of and support for the
Mission pervade the organization.
3. How well is the mission understood?





Freshmen & Senior Exit Interviews
Strategic Plan
Orientation For Employees
Forums
Faculty and Staff Surveys
Standard 2
Governance and Administration
•The governing body provides effective
leadership through policy development
and processes for accountability.
•The governance structure, within a
framework of sound policies and
regulations, ensure financial and
administrative accountability, and
coordinated planning
The organization’s governance and administrative
structures promote effective leadership and
support collaborative processes that enable the
organization to fulfill its Mission.
4.






How is governance structured to share
responsibilities among administration,
faculty, staff, students?
Board by-laws/policies
Employee handbook
Organizational chart
List of student organizations
Advisory Council
Minutes/Budgets of Student Activities
Standard 3
Management of Quality Assurance &
Improvement
•Quality assurance processes involve all departments
and offices of the institution and are effectively integrated
into normal planning and administrative processes.
•Quality is assessed by reference to evidence based on
indicators of performance and challenging external
standards.
•Criteria have a particular focus on outcomes.
•Administrators, faculty, staff and students are committed
to improvement and regularly evaluate their own
performance.
Institutional Assessment
Developing clearly articulated written
statements, expressed in observable
terms, of key institutional and unit-level
goals.
1. Designing performance objectives and
strategies to achieve those goals
2. Assessing achievement of those key
goals
3. Using the results of those assessments
to improve programs and services
Standard 4
Learning and Teaching
• Faculty are qualified and experienced
• Student learning outcomes are clearly specified and
aligned with employment or professional practice.
• Benchmark outcome variables, assessment process,
and results from assessments
• Instructional strategies address various learning
outcomes
Standard 4
Learning and Teaching
• Standards for learning are assessed through
valid and reliable processes.
• Standards of learning are assessed through
appropriate processes and benchmarked
• Program effectiveness is evaluated through
student assessments and surveys. Data is used
for improvement planning
Assessment of Student Learning
1. Develop clearly articulated written
statements, expressed in observable terms,
of key learning outcomes
2. Design courses, programs, and experience
that provide intentional opportunities for
students to achieve those learning
outcomes
3. Assess student achievement of those key
learning outcomes
4. Use the results of those assessments
5. Benchmark learning outcomes, assessment
processes, and results from assessments
Standard 5
Student Administration
& Support Services
•Admission policies and student record systems are
reliable, responsive to client needs, and confidential
•Students’ rights and responsibilities are clearly
defined and understood
•Academic advice, counseling and support services
are accessible and address student needs.
•Support services for students include: formal
academic requirements, religious, cultural, sporting
and other activities relevant to the needs of the
student body.
Standard 6
Learning Resources
• Learning resource include libraries and access to
electronic and other reference material that meet
program goals and are provided at an adequate level.
• Library and associated IT facilities are accessible to
support independent learning, with assistance
provided.
• Facilities are provided for individual and group study
in an environment conducive to effective
investigations and research.
• The services are evaluated and improved in response
to systematic feedback from faculty and students.
Standard 7
Facilities and Equipment
•Facilities are designed or adapted
requirements for teaching and learning
to
meet
•Facilities offer a safe and healthy environment for
high quality education.
•Use of facilities is monitored and data from user
satisfaction
surveys
assist
in
planning
for
improvement.
Standard 8
Financial Planning and Management
•Financial resources are adequate for the programs
and services offered
•Financial resources are efficiently managed in
keeping with program requirements and institutional
priorities.
•Effective systems are used for budgeting and for
delegation and accountability of financial decisions
that provide local flexibility, institutional oversight, and
effective risk management.
Standard 9
Faculty, Staff and Employment Processes
•Faculty and staff have the qualifications and
experience for effective exercise of their
responsibilities
•Professional
development
opportunities
ensure continuing improvement in expertise.
Standard 9
Faculty, Staff and Employment Processes
• Performance of all faculty and staff is evaluated, with
outstanding performance recognized and support
provided for improvement where required.
• Effective, fair, and transparent processes are
available for the resolution of conflicts and disputes
involving faculty or staff.
Standard 10
Research
• Faculty are encouraged to pursue research interests
and to publish their results .
• Necessary facilities for conducting research are
provided within the limits of available resources.
• Research output is monitored and benchmarked
against that of similar institutions.
• Clear and equitable policies are established for
ownership and commercialization of intellectual
property.
Standard 11
Institutional Relationships with the Community
• Contributions to the community are recognized as an
important institutional responsibility.
• Faculty and staff are encouraged to be
involved in the community
• Facilities and services are made available to
assist with community developments
Standard 11
Institutional Relationships with the Community
• Information about the institution and its
activities are made known
• Community perceptions of the institution are
monitored and appropriate strategies adopted to
improve understanding and enhance its reputation.
The Site Visit Team
Team member can be selected from the following:
1.
An administrator
2.
An instructor
3.
A faculty member
4.
A member of a particular profession
From this group, a chairperson with experience and
recognized status will be assigned as chairperson.
In order to be eligible to serve on a team, team
members have prior training and orientation to
the accreditation process or have served on
other accreditation teams
Key Tasks for the Team
 Determine
if the data and
materials in place are adequate
and reliable
Key Tasks for the Team
 Assess
data as whether it
meets the standards
Key Tasks for the Team
Ask for additional data if necessary
 Conduct interviews

Key Tasks for the Team



Chair assigns writing tasks for the team
evaluation report
Chair reviews site visit team members written
reports
Team agrees upon the overall
recommendation about accreditation
What to Do With This Information?
Answer:
Develop a
Strategic Plan
Strategic Improvement Planning

Targeted improvement

Data-driven (Data should be analyzed to
guide improvement decisions)

Prioritized (Based on importance
and available resources)

Aligned to Mission
Why do you need a
Strategic Improvement Plan?
Moving from Random Acts of
Improvement
Vision and
Profile
Plan and
Implementation
Results
Why do you need a
Strategic Improvement Plan?
To Focused Continuous Improvement
Profile
Plan and
Implementation
vision
Results
Continuous Improvement
Four Core Elements

Vision


Profile


Where are we today?
Plan


What is our future?
How will we improve?
Results

What have we accomplished?
Improvement Process
Components
What have you
accomplished?
What future
are you
pursuing ?
Vision
Results
Profile
Monitoring
92
What actions
will you take
to improve?
Plan and
Implementation
What is your
current
reality?
What does a Strategic Improvement
Plan look like?
An Action Plan for Strategic Improvement
Write the Goal:
Support Data: Three sources
used to select the goal
Standardized Assessments
Criterion-Referenced and/or
Instructor-Made
1.
2.
3.
Strategy:
Objective:
Activities to Implement the
Strategy
Research Supporting This
Intervention:
Persons
Accountable
Timeline
Start
End
Needed
Resources
Needed Faculty
Development
How can you organize your
evaluation data?
Data Analysis Worksheet
Title of Assessment:

What does this data show?

Factual information


Why?
Hypotheses



How should we respond?

Plan for action or next
steps

Case Studies: Grading Policy
Goal:
Develop clearly articulated written statements,
Articulated
expressed
in observable terms, ofMeasurement
key
Written
Statement
institutional
and unit-level goals
Tools
Sample from Community College of Alleghany County
Case Studies: Grading Policy
Sample from Community College of Alleghany County
Goal:
Supportive Da
What were the results?
•Success
in subsequent
courses
Caserates
Studies:
Grading
increased by 4%
Policy
Goal: Sample from Community College of Alleghany County
•Students who initially earned a D had a
58% success rate in repeated course
•Data on success of repeaters in college
level courses pending
Case Studies: Grading PolicyUsing
Results for
Goal: Sample from Community College of Alleghany
Improvement
County
Planning
Group Activity

As a group, analyze the case study
for student or library or budget assessment

Identify the following:
Articulated
Measurement
Statements
Tools

Fill-in the grid

Present your findings
Results
How to Use
Results for
Improvement
Planning
How can the Self-Study process contribute
to institutional improvement?
Articulated
Statements
Statements are
measured using tools
Measurement
Tools
Tools provide results
of evaluation
Results
Results are used
to direct
improvements
How to Use Results to Direct
Improvement Planning
Group Activity: Case Study
Analysis
Assessment
Articulated
Statements
Measurement
Tools
Results
How to Use
Results for
Improvement
Planning