A “How–To Guide” for Higher Education Institutions that are

Balancing Requirements From Multiple Accreditation Agencies:

Where the Rubber Hits the Road

American University of Sharjah2009 INQAAHE Conference- Abu Dhabi

March 30 -April 2, 2009

American University of Sharjah

Founded in 1997 by His Highness Sheikh Dr. Sultan Bin Mohammad Al Qassimi, Member of the Supreme Council of the UAE and Ruler of Sharjah

Independent and private university

Over 5200 students (4900 undergraduates)

Students are from 78 different countries

351 Full-time faculty from over 45 different countries

Student-faculty ratio 15:1

4 colleges/schools College of Arts and SciencesCollege of EngineeringSchool of Business and ManagementSchool of Architecture and Design

21undergraduate and 13 masters programs

Who We Are Accredited and Licensed by:

Licensed by the UAE Ministry of Higher Education Commission on Academic Accreditation (CAA)

All degree programs initially accredited or fully accredited by UAE Ministry of Higher Education CAA

Accredited by Middle States Commission on Higher Education (Middle States)

All Engineering degree programs Accredited by ABET, Inc.

And We are Currently Seeking Accreditation with:

School of Business and Management is in the process of seeking accreditation with Association to Advance Collegiate Schools of Business (AACSB) International

School of Architecture and Design has been admitted as an accreditation candidate with National Architectural Accrediting Board (NAAB) for its architecture program.

Commission for Academic Accreditation (CAA),UAE Ministry of Higher Education and Scientific Research10 Standards for Licensure and Program Accreditation

1. Mission and Institutional Effectiveness

2. Organization, Governance, and Leadership

3. The Academic Program

4. Faculty and Professional Staff

5. Students

6. Library and Other Information Resources

7. Physical and Technology Resources

8. Fiscal Resources

9. Public Disclosure and Integrity

10. Research

Commission for Academic Accreditation (CAA),UAE Ministry of Higher Education and Scientific Research

Private institutions, both non-profit and for profit, are licensed to operate and grant degrees by MOHESR Institution is reviewed as a whole for licensure Licensure site visit team made up of only CAA commissioners Each degree program the institution offers is reviewed individually for accreditationNot voluntary Programs must receive initial accreditation by CAA before offering or advertising degree program

Institution must apply for full accreditation within two years of graduating the first group of students from the program Site visit team for program accreditation is made up of one commissioner and at least two subject matter experts No liaison assigned Site visit is 3 days

Institutional Context Educational Effectiveness

Standard 1: Mission and Goals Standard 8: Student Admissions and Retention

Standard 2: Planning, Resource Allocation, and Institutional Renewal

Standard 9: Student Support Services

Standard 3: Institutional Resources Standard 10: Faculty

Standard 4: Leadership and Governance Standard 11: Educational Offerings

Standard 5: Administration Standard 12: General Education

Standard 6: Integrity Standard 13: Related Educational Activities: (Basic Skills; Certificate Programs; Experiential Learning; Non-Credit Offerings; Branch Campuses, Additional Locations, and Other Instructional Sites; Distance or Distributed Learning; Contractual Relationships and Affiliated Providers)

Standard 7: Institutional Assessment Standard 14: Assessment of Student Learning

Middle States Commission on Higher Education (MSCHE)

14 Standards

Middle States Commission on Higher Education (MSCHE)

One of six regional US accreditation agencies Considered voluntary Accreditation process for MSCHE requires an institutional self-study to demonstrate quality of education University is assigned a liaison from MSCHE For initial accreditation – institution must use a comprehensive model after a candidate institution acquires initial

MSCHE requires a second Comprehensive Model self-study after a five year period. After this second review, institution’s accreditation is subject to validation through the decennial process using any one of the four models for its report All models require that a steering committee be appointed Site visit team made up from individuals from other MSCHE accredited institutions 4 day site visit

AACSB International-The Association to Advance Collegiate Schools of Business

21 Standards

Strategic Management Standards Participants Standards

Assurance of Learning Standards

Standard 1: Mission StatementStandard 2: Mission AppropriatenessStandard 3: Student MissionStandard 4: Continuous Improvement ObjectivesStandard 5: Financial Strategies

Standard 6: Student AdmissionStandard 7: Student RetentionStandard 8: Staff Sufficiency Student SupportStandard 9: Faculty SufficiencyStandard 10: Faculty QualificationsStandard 11: Faculty Management and SupportStandard 12: Aggregate Faculty and Staff Educational ResponsibilityStandard 13: Individual Faculty Educational ResponsibilityStandard 14: Student Educational Responsibility

Standard 15: Management of CurriculaStandard 16: Undergraduate Learning GoalsStandard 17: Undergraduate Educational LevelStandard 18: Master’s Level General Management Learning GoalsStandard 19: Specialized Master’s Degree Learning GoalsStandard 20. Master’s Educational LevelStandard 21: Doctoral Learning Goals

AACSB International-The Association to Advance Collegiate Schools of Business

AACSB is a non-governmental organization and member of the Council on Higher Education Accreditation Awards accreditation to an academic institution collectively for its programs in business-related disciplines, including accounting, economics, finance, etc. Usually “school” basedVoluntary It requires clear delineation of a school mission statement that is contributory to the mission of the institution

Pre Accreditation CommitteeMentor assigned by AACSBAccreditation Coordinating Committee School Unit prepares Strategic Plan and Accreditation PlanPeer review team appointed 2 years in advanceEmphasizes direct measures of program student learning outcomes

How They Are Similar and How They Differ

Characteristic UAE CAA MSCHE AACSB

Set of standards

Self –Study

Mission driven

May require follow-up actions after self-study report is submitted

Emphasis on assessment of student learning

Requires report be sent to site visit committee/team prior to site visit

How They Are Similar and How They Differ

Characteristic UAE CAA MSCHE AACSB

Voluntary

Specific format for Self- Study report

Specifies how the study should be conducted

Assigns a liaison or mentor from the accrediting organization

Holds periodic conferences and trainings for accreditation support

5 year cycle once fully accredited Only for first two self-studies

Site visit team made up of individuals from institutions or programs accredited by the designated organization

How They Are Similar and How They Differ

Characteristic UAE CAA MSCHE AACSB

Has specific requirements for faculty credentials and/or teaching loads

Allows institution to offer programs and graduate students before accreditation

Has specific criteria for general education

Has specific requirements for faculty scholarship

Allows the institution to determine what data is necessary for accreditation

Where does accreditation occur? Degree Program & University

University School/College

The Balancing Act

MSCHE and UAE CAA focus on broad issues at the institution level

MSCHE along with agencies such as ABET, NAAB, and AACSB confirms we are providing an education compatible with other US schools

UAE CAA is much more prescriptive UAE CAA requires a more detailed self-study every 5 years for

degree programs- good incentive for quality assurance checks Conflict between UAE CAA, AACSB and ABET as to how many

program learning outcomes there should be

Balancing is an arduous undertaking

The Balancing Act:UAE Commission on Academic Accreditation (CAA)

CAA Licensure

CAA Individual Program

Accreditation

The Balancing ActMiddle States, AACSB, and ABET Accreditations

Middle States

AACSB

ABET

EE ME

CoEChE

CiE CS

The Balancing ActOverlapping and Conflicting Accreditation Requirements

Good OK Problem

The Balancing ActCAA, Middle States and AACSB Requirements

CAA MiddleStates

AACSB

The Balancing ActExample: Faculty Qualifications

Middles States: Faculty required to be “…consistent with expected academic outcomes reflecting both appropriate standards of quality and the institutional mission.”

AACSB: Academically Qualified (AQ), Professionally Qualified (PQ)

CAA: Baccalaureate Degrees – faculty teaching beyond introductory level must have terminal degree; exceptions must be approved by the CAA

Where the Rubber Hits the Road

Analysis Paralysis: Licensure CAA (5 year); 35 programs CAA (5 years); Middle States (5 years); 6 programs ABET (6 years); AACSB; NAAB; averages to nearly 9 per year

Data collected for one self-study can be used as support materials for other self-studies

Need for collaborative accreditation example: ABET program review acceptable for UAE CAA program review

Need for collaborative acceptance of standards example: AACSB PQ faculty acceptable to UAE CAA

Where the Rubber Hits the Road

Questions

or Comments?

Author Contact Information

Dr. Rob Bateman – rbateman@aus.edu Director of SBM Graduate Programs & Outreach and Assistant Professor

of Management

Mr. Kevin Mitchell –kmitchell@aus.edu Director of Graduate and Undergraduate Programs and Associate

Professor of Architecture

Dr. Ahmed Mokhtar – mokhtar@aus.edu Chair of the MSCHE Self-Study Steering Committee and Associate

Professor of Architecture

Dr. John Mosbo – jmosbo@aus.edu Vice-Chancellor for Academic Affairs

Ms. Lorin Ritchie-lritchie@aus.edu Director of Strategic Planning and Accreditation

Dr. JeanineRomano-jromano@aus.edu Director of Institutional Research