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AQIP 102

AQIP 102. Presented by S tuart Frew. AQIP 102. Academic Quality Improvement Program (AQIP) is an alternative process through which an organization can maintain its accredited status with The Higher Learning Commission.

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AQIP 102

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  1. AQIP 102 Presented by Stuart Frew

  2. AQIP 102 • Academic Quality Improvement Program (AQIP) is an alternative process through which an organization can maintain its accredited status with The Higher Learning Commission. • AQIP’s goal is to infuse the principles and benefits of continuous improvement into the culture of colleges and universities in order to assure and advance the quality of higher education. • By sharing both its improvement activities and their results through AQIP, an organization develops the structure and systems essential to achieving the distinctive higher education mission it has set for itself — and the evidence to enable the Commission to reaffirm accreditation.

  3. AQIP 102 • Based upon principles common to high performance organizations, AQIP draws from a variety of initiatives and programs — Total Quality Management (TQM), continuous improvement (CI), Six Sigma, ISO 9000 registration, state and national quality awards, and others. • Many of AQIP’s quality principles — focusing on key processes, basing decisions on data, decentralizing control, empowering faculty and staff to make the decisions that directly affect their work — have long been traditions in higher education, although their form and the breadth of their practice in particular institutions may vary greatly.

  4. AQIP 102 • To provide a new process for maintaining accreditation, AQIP has created a new set of analytic categories, activities, and procedures that are different from those used in traditional accreditation while continuing to assure that institutions meet the Commission’s Criteria for Accreditation.

  5. AQIP PRINCIPLES AND CATEGORIES AND THE CRITERIA FOR ACCREDITATION • AQIP’s Principles of High Performance Organizations underlie all of AQIP’s elements, activities, and procedures. They represent the values that participating colleges, universities, and AQIP itself strive to embody. • There are 10 categories to list.

  6. AQIP PRINCIPLES AND CATEGORIES AND THE CRITERIA FOR ACCREDITATION • A mission and vision that focus on serving students' and other stakeholders’ 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 willingness to invest in them

  7. AQIP PRINCIPLES AND CATEGORIES AND THE CRITERIA FOR ACCREDITATION • Collaborationand a shared institutional focus • Agility, flexibility, and responsiveness to changing needs and conditions • Planningfor innovation and improvement • Fact-based information-gathering and thinking to support analysis and decision-making • Integrityand responsible institutional citizenship

  8. USING THE AQIP CATEGORIES • AQIP puts forward nine Categories to help analyze and improve the systems essential to all effective colleges and universities. • The name of each AQIP Category refers to a group of related processes. • For example, “Helping Students Learn” includes the largest group of critical processes in higher education institutions, processes dealing with program and curricular design and delivery.

  9. USING THE AQIP CATEGORIES • Each Category allows an organization to analyze, understand, and explore opportunities for improving these processes. • Metaphorically, the Categories serve as “buckets” that allow institutions to sort their key institutional processes into analyzable groups, and as “lenses” that permit in-depth examination of each group of processes.

  10. USING THE AQIP CATEGORIES • Each Category identifies specific issues (in the form of questions) that guide the institution in structuring its Systems Portfolio and in crafting Action Projects.

  11. USING THE AQIP CATEGORIES • The items in each Category pose different types of questions: • Context: Questions that explain how a particular system is realized in a given college or university • Processes: Questions that ask how an institution has designed and deployed processes that help it achieve its overall goals. • Results: Questions that ask about the performance of institutional processes, whether their performance results meet requirements of stakeholders. • Improvement: Questions that ask how the institution promotes systematic improvement of its processes and performance in each Category.

  12. THE AQIP CATEGORIES • CATEGORY 1, HELPING STUDENTS LEARN • Identifies the shared purpose of all higher education organizations. • The pivot of any institutional analysis, this Category focuses on the teaching-learning process within a formal instructional context yet also addresses how your entire institution contributes to helping students learn and overall student development. • TheCategory asks you to measure and analyze the performance of these key processes, and to describe what actions you take to continuously improve teaching and learning.

  13. THE AQIP CATEGORIES • CATEGORY 1, HELPING STUDENTS LEARN • An Example: • Context • Defining Institutional Learning Outcomes. • Process • Determining common ILO’s • Results • Have we institutionalized our plan on assessment of these ILO’s • Improvement • How is SFCC promoting systematic improvement of its ILO’s and performance of these ILO’s

  14. THE AQIP CATEGORIES • CATEGORY 2, ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES • This category addresses the processes that contribute to achieving your institution’s major goals other than educating your students. • Distinctive Objectives are those that distinguish your institution from other colleges and universities, even if the performance of these processes does not currently make your institution distinguished. • The Category also asks how you track and evaluate these processes to ensure they contribute directly to achieving your institution’s mission.

  15. THE AQIP CATEGORIES • CATEGORY 2, ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES • An Example: • Context • Defining institutional objectives – Strengthen the college image • Process • Determining distinctive objectives – Strategic Planning • Results • Have we seen distinctive or measurable results? • Improvement • How is SFCC utilizes Key Performance Indicators as targets as well as to show improvement.

  16. THE AQIP CATEGORIES • CATEGORY 3, UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS • Examines what your institution does to understand the specific needs and requirements of the individuals and groups it serves. • It analyzes how you identify and subcategorize your student and other stakeholder groups (e.g., employers, students’ families, communities, etc.) to understand what they need and expect from your institution. • The Category also looks at how you use the analysis of these results to continuously improve your operations.

  17. THE AQIP CATEGORIES • CATEGORY 3, UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS • An Example: • Context • Defining / differentiating students and stakeholders – Prospective students vs. Donors and perspective donors • Process • Identifying changing needs – utilization of the Student Satisfaction Inventory • Results • What are the results of the SSI? • Improvement • How is SFCC utilizes the results of the SSI to improve our stakeholders needs?

  18. THE AQIP CATEGORIES • CATEGORY 4, VALUING PEOPLE • Explores your institution’s commitment to the development of your faculty, staff, and administrators, emphasizing that the coordinated efforts of all those you employ are required for institutional success. • It examines your institution's processes and systems related to work and job environment and focuses on measures, analysis of results, and efforts to continuously improve these areas.

  19. THE AQIP CATEGORIES • CATEGORY 4, VALUING PEOPLE • An Example: • Context • Training Initiatives – Expand professional development options • Process • Training and developing staff – Leadership challenge • Results • What are the results of the Campus Quality Survey? • Improvement • How is SFCC utilizes the results of the CQS to set targets for improvement?

  20. THE AQIP CATEGORIES • CATEGORY 5, LEADING AND COMMUNICATING • Takes stock of your institution’s leadership and communication structures, exploring the structures and processes guide your institution in setting priorities, making decisions, and communicating institutional vision and goals to stakeholders and employees. • The Category also examines how measures, analysis of results, and efforts to continuously improve these areas operate in your institution.

  21. THE AQIP CATEGORIES • CATEGORY 5, LEADING AND COMMUNICATING • An Example: • Context • Leadership and communication systems – Board of Trustees, Executive Leadership Team, Functional units, AQIP oversight team. • Process • Setting Directions– Leadership at SFCC developing the strategic plan • Results • What are the results of the Campus Quality Survey? • Improvement • SFCC utilizes KPI’s (anybody remember this one?) to target and measure our improvement needs?

  22. THE AQIP CATEGORIES • CATEGORY 6, SUPPORTING INSTITUTIONAL OPERATIONS • Examines a variety of key institutional support processes that help to provide an environment in which learning can thrive: the design, operation, and performance of your institution's processes and systems related to student support, administrative support, identification of needs, contribution to student learning, and accomplishing other institutional objectives. • Items in this Category examine day-to-day operations, and how you use data, analyze results, and make improvements in these areas.

  23. THE AQIP CATEGORIES • CATEGORY 6, SUPPORTING INSTITUTIONAL OPERATIONS • An Example: • Context • Administrative support services – Admissions, registration, financial aid, ect. • Process • Identifying support service needs – Utilization of the CQS and SSI • Results • What are the process results of the CQS and SSI? • Improvement • SFCC utilizes BusinessProcessAnalyses & the Process Implementation / Improvement Plan (PIIP) prior to conducting improvement needs.

  24. THE AQIP CATEGORIES • CATEGORY 7, MEASURING EFFECTIVENESS • Examines the systems your institution uses to collect and analyze information to manage itself and to drive performance improvement. • Itemsin this Category ask you to examine your institution's systems for collecting, storing, managing, and using information and data at all institutional levels. • Each of the other eight AQIP Category requires measures of the success of a set of related processes, but Category 7 asks how you track overall institutional performance in collecting the right data and distributing it to the right people at the right time. • Thus this Category examines the effectiveness of your entire information system and assures it aligns with your institutional needs and directions.

  25. THE AQIP CATEGORIES • CATEGORY 7, MEASURING EFFECTIVENESS • An Example: • Context • Data collection, storage and accessibility - COGNOS • Process • Determining data collection, storage and accessibility needs – Utilize the Data Collection and Accessibility Flowchart • Results • SFCC’s participation in the National Community College Benchmarking Project? • Improvement • SFCC now has super users, and consumers trained to use COGNOS so to retrieve pertinent data for all.

  26. THE AQIP CATEGORIES • CATEGORY 8, PLANNING CONTINUOUS IMPROVEMENT • Examines your institution’s planning processes, asking how your strategies and action plans are helping you achieve your mission and vision. • Items in this Category raise questions about your institution's vision, planning strategies, and action plans. • They ask how you project performance targets and forecast resource needs. • The Category also investigates how you evaluate and analyze the effectiveness of your planning system, and undertake regular efforts to improve it.

  27. THE AQIP CATEGORIES • CATEGORY 8, PLANNING CONTINUOUS IMPROVEMENT • An Example: • Context • Short and long term strategies – Strategic plan • Process • Planning Process - Regularly updating the strategic plan • Results • Utilization of the performance projections also known as KPI’s • Improvement • Promoting, educating and utilizing Continuous Quality Improvement tools

  28. THE AQIP CATEGORIES • CATEGORY 9, BUILDING COLLABORATIVE RELATIONSHIPS • Analyzes how your institution’s current and potential relationships contribute to accomplishing your mission. • Itemsin this Category examine your institution's processes and systems for building key internal and external collaborative relationships that align with institutional goals and directions. • TheCategory investigates how you measure and analyze the effectiveness of these efforts, feeding your evaluation into your own processes for improvement.

  29. THE AQIP CATEGORIES • CATEGORY 9, BUILDING COLLABORATIVE RELATIONSHIPS • An Example: • Context • Collaborative relationships – Facilities, Supplier, Enabling transfer, ect. • Process • SFCC has no formal institutional process for creating, prioritizing or building relationships YET. We are fixing this! • Results • SFCC Foundation created the Power to Transform capital campaign • Improvement • Will develop processes for overarching and solidified systems for the tracking and building of these relationships.

  30. The Commission’s Criteria for Accreditation • Here is where it gets really confusing!

  31. The Commission’s Criteria for Accreditation • We have adopted your principles • We have utilized and documented your categories in our system portfolio • Now AQIP tells us that to maintain our accredited status, all Commission-accredited colleges and universities must demonstrate they meet the fiveCriteria for Accreditation.

  32. The Commission’s Criteria for Accreditation • Criterion One: Mission and Integrity • Criterion Statement 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. • 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.

  33. The Commission’s Criteria for Accreditation • Criterion Three: Student Learning and Effective Teaching • Criterion Statement The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission. • Criterion Four: Acquisition, Discovery, and Application of Knowledge • Criterion Statement 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.

  34. The Commission’s Criteria for Accreditation • Criterion Five: Engagement and Service • Criterion Statement As called for by its mission, the organization identifies its constituencies and serves them in ways both value. Get It?

  35. The Commission’s Criteria for Accreditation AQIP Categories 1. Helping Students Learn 2. Accomplishing Other Distinctive Objectives 3. Understanding Students’ and Other Stakeholders’ Needs 4. Valuing People 5. Leading and Communicating 6. Supporting Institutional Operations 7. Measuring Effectiveness 8. Planning Continuous Improvement 9. Building Collaborative Relationships

  36. What does this all Mean? • You now have a basic understanding of a Quality Management program. • You also now have a basic understanding of the framework SFCC has to work within to maintain accreditation and continually improve itself. • You can now start to apply some of the principles and values of AQIP into your work areas. • We can help you find the resources you need to become an SFCC AQIP CHAMPION. We want to catch you all Doing Quality Right!

  37. What does this all Mean? Now it’s your turn to get involved. How do I get involved Stuart?

  38. What does this all Mean? • Want to write the system portfolio by yourself?

  39. What does this all Mean? • Contact Becky Rose or Stuart Frew if your interested. • We have Improvement team spots to fill. • We need people to help on short term hot teams. • We want to get your input and ideas. AQIP is all encompassing. All areas of the college are a part of this. Everybody's thoughts are relevant and important.

  40. AQIP 102 Thank YOU

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