A Comparison of Two Programs for Accreditation Available Through the Higher
Learning Commission of the North Central Association of Colleges and Schools
PEAQ
AQIP
Program to Evaluate and Advance Quality, the
traditional accreditation program, new name, but
been around “forever.”
Academic Quality Improvement Program, based
on continuous quality improvement principles
(similar to Baldridge National Quality Program,
Ohio Award for Excellence Program), started
about 3 years ago.
Re-accreditation process: Apply for reaccreditation. About 2 years before deadline,
leadership organizes committee and
subcommittees. Committee and subcommittees, in
collaboration with leadership, write the enormous
Self-Study document (takes about 2 years) to
document compliance with/accomplishment of
criteria. Send document to NCA for team to
review. Prepare to host site-visitors. NCA sends
team for on-site review. Teams members all from
AD granting institutions. Feedback given.
Maximum accreditation given – 10 years. SelfStudy document sits on shelves, PRIVATELY
gathering dust, until process begins again about 8
years later.
Re-accreditation process: Perform an
institutional self-assessment (using AQIP’s Vital
Focus or Examiner, Ohio Award for Excellence
or Baldridge National Quality Program, CQIN
Pacesetter and Trailblazer Programs) to
demonstrate thinking in terms of “a quality
framework . . . a set of systems and processes.”
Identify 3 – 4 Action Projects. Complete
application – need approval. Year 1, NCSC team
attends Strategy Forum – assistance with
implementation plans for Action Projects.
Submit Annual Updates on Action Projects.
(Showcase Action Projects and develop plans for
new Action Projects through attendance at
Strategy Forum every 4 years.) Years 1 – 3,
create Systems Portfolio, a 60 – 80 page PUBLIC
document organized around AQIP criteria,
describing improvements in major
systems/processes to achieve institutional goals.
Year 4, submit Systems Portfolio for Systems
Appraisal conducted by AQIP team consisting of
members from an assortment of types of
institutions. Actionable feedback given. Public
summary rubrics. Continue to update Systems
Portfolio. (Repeat Systems Appraisal every 4
years.) Re-accreditation based on “full
participation in AQIP” and evidence of “progress
and improvement” for 7 years. Must have one
on-campus visit by AQIP consultant in the 7
years.
Process driven by the few, control is more topdown.
Process is broad-based.
Infrequent feedback from PEAQ.
Frequent feedback/support from AQIP.
NEW criteria -- will be applied starting 1/2005.
AQIP launched in 1999.
Five criteria are:
1. Mission and Integrity: The organization
operates with integrity to ensure the
fulfillment of its mission through structures
and processes that involve the board,
administration, faculty, staff, and students.
2. Preparing for the Future: The
organization’s allocation of resources and
its processes for evaluation and planning
demonstrate its capacity to fulfill its
mission, improve the quality of its
education, and respond to future challenges
and opportunities.
3. Student Learning and Effective Teaching:
The organization provides evidence of
student learning and teaching effectiveness
that demonstrate it is fulfilling its
educational mission.
4. Acquisition, Discovery, and Application of
Knowledge: The organization promotes a
life of learning for its faculty,
administration, staff, and students by
fostering and supporting inquiry, creativity,
practice, and social responsibility in ways
consistent with its mission.
5. Engagement and Service: As called for by
its mission, the organization identifies its
constituencies and serves them in ways
both value.
Each criterion is followed by a list of Core
Components. Each Core Component includes a
list of Examples of Evidence.
Nine criteria are:
1. Understanding Students’ and Other
Stakeholders’ Needs.
2. Valuing People
3. Leading And Communicating
4. Supporting Institutional Operations
5. Planning Continuous Improvement
6. Building Collaborative Relationships
7. Helping Students Learn
8. Accomplishing Other Distinctive
Objectives
9. Measuring Effectiveness
Each criterion is followed by a list of questions to
be answered.
Criteria described within context of 4 CrossCutting Themes:
The Future-Oriented Organization,
The Learning-Focused Organization,
The Connected Organization,
The Distinctive Organization.
Principles of High Performance Organizations:
A mission and vision that focus on serving
students’ and others’ needs;
Broad-based faculty, staff, and administrative
involvement;
Leaders and leadership systems that support a
quality culture;
A learning-centered environment;
Respect for people and a willingness to invest
in them;
Collaboration and a shared institutional focus;
Agility, flexibility, and responsiveness to
changing needs and conditions;
Planning for innovation an improvement;
Fact-based information-gathering and thinking
to support analysis and decision-making;
Integrity and responsible institutional
citizenship.
How AQIP Critera Capture the PEAQ Criteria:
PEAQ
AQIP Criteria
Criteria 1 2 3 4 5 6 7 8 9
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NEW Operational Indicators – same for either
program.
NEW Operational Indicators – same for either
program.
Assessment does not go away. (Evidence!
Evidence! Evidence!)
Assessment does not go away. (Evidence!
Evidence! Evidence!)
Primary focus on meeting criteria. No blemishes
is best.
Primary focus on improving performance over
time. Expects to see the blemishes.
Visiting teams identify concerns that require a
response. May require focused visits or
monitoring reports.
Institutions identify Action Projects that address
areas of concerns, drive improvement.
Institutions not meeting minimum expectations put
on probation or lose accreditation.
Institutions not continually improving returned to
PEAQ.
Dues same.
Dues same.
Cost to “ramp up” every 10 years with large twoyear commitment of resources (time, people,
money). Cost of not recognizing and acting on
quality improvement.
Costs are spread out, institutionalized.
www.ncahigherlearningcommission.org
www.aqip.org