Transcript Document
Higher Learning Commission
(North Central Association)
Comparison/Evaluation of
AQIP and PEAQ
Michelle Johnston
Accreditation
• Higher Learning Commission
(North Central Association)—
one of six regional associations
Two Types
•
Program to Evaluate and
Advance Quality (PEAQ)
•
Academic Quality
Improvement Program
(AQIP)
Characteristics
• Voluntary
• Self-evaluation (Self-study)
• Peer review (eligible and
trained peer reviewer,
consultant-evaluators) in the
specific processes—AQIP and
PEAQ
• Quality Assurance
Accreditation Types
• Institutionalized (HLC) - has as
guiding principles promotes:
– Integrity,
– Flexibility,
– Openness, and
– Excellence.
• Specialized-programmatic
(NCATE, TEAC, NRPA)
Accreditation as a Learning
Experience
• Learning experience for all;
• All university participants learn; and
• Consultant-evaluators learn.
PEAQ Criteria
1. Mission and integrity
2. Preparing for the future
3. Student learning and effective
teaching
4. Acquisition, Discovery, and
Application of knowledge
5. Engagement and Service
PEAQ
• Succinctly, the mission is the
key element in this form of
accreditation. The question
needs to be asked: Is there
evidence that all components
of the institution support the
mission?
Ferris’ Mission Statement
• Ferris State University will be a
national leader in providing
opportunities for innovative
teaching and learning in careeroriented, technological and
professional education.
AQIP Criteria
1. Helping students learn
2. Accomplishing distinctive objectives
3. Understanding student and
stakeholder needs
4. Valuing People
5. Leading and communicating
6. Supporting institutional
operations—providing an
environment in which learning can
thrive
AQIP Criteria cont.
7. Measuring effectiveness
8. Planning for continuous
improvement—vision, planning,
strategies, action plans,
coordination, alignment of strategies
and action plans
9. Building collaborative relationships
to determine how they contribute to
accomplishing the mission
PEAQ
AQIP (launched 1999)
Fits the distinctive nature of the
institution—based on mission
Defining quality as meeting
stakeholders expectations
Self-study process helps institution
maintain focus
Focus on stakeholder expectations-learning outcomes
Effective evaluation of the whole
organization
Institutional self-assessment from a
quality perspective
Connects with ongoing vision of the
organization
Broad-based involvement
Engages the multiple constituencies
of the organization
Leadership supports a qualitydriving culture
Builds on existing practices
Institution centers on learning
PEAQ
AQIP (launched 1999)
Has strong President and Board support
Systematic development of faculty, staff,
administrators, etc.
Draws on recognized leaders throughout
the organization
Internal and external collaboration
Produces evidence that accreditation
criteria are met
Quality-driven institutions promote
flexibility and agility
Commitment to peer review
Foresight—future oriented
Cyclical
Information—use data
Integrity—institution fulfills its public
responsibility toward citizens
PEAQ
AQIP (launched 1999)
Cyclical continuous improvement
Three cycles—Action (one-year); Strategy (four-year);
Accreditation (seven-year)
Action project committed to three or four action projects
to complete in months or years with Action Project
updates—improvements in Systems Portfolio
Strategy in which institutions maintain systems portfolio
describes systems and processes used to achieve goals;
participation in strategy forum drives organizations
Accreditation—reviews evidence of action cycles and
strategy cycles—check-up visits before reaffirmation of
accreditation
Flexibility
• AQIP has the action and
strategy cycles
• PEAQ is flexible according to
the institutional mission
Autonomy
• PEAQ is mission-driven while AQIP
asks about our stakeholders.
Therefore, I think both can allow
Ferris State University to be
autonomous in its decision making.
• AQIP – institution decides on
actions and strategy sessions.
Sustained Work
• AQIP because it is continuous.
There are always action cycles
and/or strategy cycles in which the
institution should be engaged,
rather than PEAQ in which there is a
10-year cycle. In some institutions,
there are stops and gaps between
cycles.
Greater Continuity of Effort
• Perhaps AQIP because it looks
at the stakeholders and the
objectives that support the
learning of our primary
stakeholders (students).
Institutional Culture
• Ferris State University is familiar
with the PEAQ process. It would
take professional development to
for all (faculty, staff, administrators,
etc.) to make the change. However,
Ferris State University does
support professional learning which
is AQIP.
Goal Setting and Planning
• Procedures; Both
Convenience
• Probably PEAQ, but AQIP would
engage more people and sustain
the improvement.
Gain More Knowledge
• AQIP because there is continuous
work and data analysis.
Positive Improvement
• AQIP because of the action and
strategy cycles
• AQIP really needs someone to
oversee all of the cycles
Summary – Closing Thoughts
• What do you think?