Criteria for Accreditation > Possible Sources/Committees > Criterion Two
Criterion Two: Preparing for the Future
Criterion Statement: 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.
Core Component 2a: The organization realistically prepares for a future shaped by multiple societal and economic trends.
Examples of Evidence
 | The organization’s planning documents reflect a sound
understanding of the organization’s current capacity.
“Welcoming” and “Countdown”; annual budget and 3-year
budgeting process; Annual Performance Measures; Assessment reports; |
| The organization’s planning documents demonstrate that
attention is being paid to emerging factors such as technology, demographic
shifts, and globalization. Enrollment Management
Plan; international campuses; International Student Services; Graduate
College; Technology Plan |
| The organization’s planning documents show careful
attention to the organization’s function in a multicultural society.
Long range plans; Annual Performance Measures; Multicultural Student
Services; programmatic “globalization” requirements; |
| The organization’s planning processes include effective
environmental scanning. If this means “do we check
things”, yes. |
| The organizational environment is supportive of
innovation and change. For public institutions,
yes; Specific examples? IDM to COBA? CFS to CNAS? CASE? OEWRI? OPHI?
Establishing branch campuses in China? |
| The organization incorporates in its planning those
aspects of its history and heritage that it wishes to preserve and
continue. Ozarks Studies Center; Ozarks Watch;
Centennial Celebration; |
| The organization clearly identifies authority for decision making about organizational goals. Board; Administrative Council; Faculty Senate; Academic Council; VP Units; |
Core Component 2b: The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.
Examples of Evidence
| The organization’s resources are adequate for achievement of the
educational quality it claims to provide.
Annual budgets over past X
number of years; budget specific to Academic Affairs; Long-range plans;
Annual Performance Measures; Reports from CAIS; graduate programs
(number, growth, and type); perhaps faculty salaries compared to peer
institutions; |
| Plans for resource development and allocation document an
organizational commitment to supporting and strengthening the quality of
the education it provides. Annual budgets over past X number of
years; budget specific to Academic Affairs; Long-range plans; Annual
Performance Measures; Reports from CAIS; graduate programs (number,
growth, and type); perhaps faculty salaries compared to peer
institutions; |
| The organization uses its human resources effectively.
Faculty
numbers, terminal degrees, retention, salaries, ratios; some staff
measure; |
| The organization intentionally develops its human resources to meet
future changes. Faculty and staff development activities and budget;
technology; Department and College hiring plans; Affirmative Action
Plans and Office; |
| The organization’s history of financial resource development and
investment documents a forward-looking concern for ensuring educational
quality (e.g., investments in faculty development, technology, learning
support services, new and renovated facilities).
Above plus capital
improvement plans; Land use visioning; |
| The organization’s planning processes are flexible enough to respond
to unanticipated needs for program reallocation, downsizing, or growth.
Budgets; state allocations; long range plans; Annual Performance
Measures; Periodic reorganization; |
| The organization has a history of achieving its planning goals. "Welcoming…"; review of "Welcoming…" and development of "Countdown…"; Annual Performance Measures; |
Core Component 2c: The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. This component seems to concern institutional assessment more than academic assessment
Examples of Evidence
| The organization demonstrates that its evaluation processes provide
evidence that its performance meets its stated expectations for
institutional effectiveness. Annual Performance Measures; |
| The organization maintains effective systems for collecting,
analyzing, and using organizational information.
Annual Performance
Measures; |
| Appropriate data and feedback loops are available and used throughout
the organization to support continuous improvement.
Annual
Performance Measure; Performance Measures; Periodic reviews; Budgets; |
| Periodic reviews of academic and administrative sub-units contribute
to improvement of the organization. CBHE five-year reviews; internal
program reviews (completed Spring 2004); Annual Performance Measures; |
| The organization provides adequate support for its evaluation and assessment processes. Annual Performance Measures; Reports and budget of CAIS; Charts Q and R; |
Core Component 2d: All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission.
Examples of Evidence
| Coordinated planning processes center on the mission documents that
define vision, values, goals, and strategic priorities for the
organization. Long range planning efforts; Annual Performance
Measures; budgets; |
| Planning processes link with budgeting processes.
See above; |
| Implementation of the organization’s planning is evident in its
operations. Review of "Welcoming…"; Annual Performance Measures;
|
| Long-range strategic planning processes allow for reprioritization of
goals when necessary because of changing environments.
See above; |
| Planning documents give evidence of the organization’s awareness of
the relationships among educational quality, student learning, and the
diverse, complex, global, and technological world in which the
organization and its students exist.
Long range planning efforts;
reports of CAIS; budgets; Charts Q and R; |
| The planning processes involve internal constituents and, where appropriate, external constituents. See above; |
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