Criterion One Summary

1. Criterion One Summary Presented by Glen Menzies April 18, 2006

2. Glen Menzies, Chair Jim Allen Larry Bach Bill Barnes Sara Biskey Kellie Blanchard Cheryl Book Gary Dop Greg Hayton Mark Keeler (student) Phil Mayo Nate Ruch Clint Watt Subcommittee Members

3. Criterion 1: Mission & Integrity

4. Criterion 1: Mission & 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.

5. Core Components:

6. Core Components: a: The organization's mission documents are clear and articulate publicly the organization's commitments.

7. Core Components: a: The organization's mission documents are clear and articulate publicly the organization's commitments. b: In its mission documents, the organization recognizes the diversity of its learners, other constituents, and the greater society it serves.

8. Core Components: c: Understanding of and support for the mission pervade the organization.

9. Core Components: c: Understanding of and support for the mission pervade the organization. d:The organization's governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.

10. Core Components: c: Understanding of and support for the mission pervade the organization. d:The organization's governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission. e:The organization upholds and protects its integrity.

11. The Mission Documents

12. The Mission Documents • An important objective of our subcommittee was to clarify exactly what constituted NCU’s mission documents, and how these documents should be understood in relation to each other.

13. The Mission Documents • An important objective of our subcommittee was to clarify exactly what constituted NCU’s mission documents, and how these documents should be understood in relation to each other. • Key were the Mission Statement, Vision Statement, and Identity Statement.

14. The Mission Documents • An important objective was to clarify exactly what constituted NCU’s mission documents, and how these documents should be understood in relation to each other. • Key were the Mission Statement, Vision Statement, and Identity Statement. • Inadequacies in the mission documents were identified.

15. A New Mission Statement • Last month the Regents approved a new Mission Statement designed to replace the old Mission Statement and the Vision Statement.

16. A New Mission Statement • Last month the Regents approved a new Mission Statement designed to replace the old Mission Statement and the Vision Statement. • The “glosses” to the Mission Statement remain fluid.

17. A New Mission Statement • Last month the Regents approved a new Mission Statement designed to replace the old Mission Statement and the Vision Statement. • The “glosses” to the Mission Statement remain fluid. • The Identity Statement remains in effect, but the wording may be massaged some.

18. Our efforts reflect a work in progress.

19. Our efforts reflect a work in progress. • Adjustments will be needed due to having a new Mission Statement.

20. Our efforts reflect a work in progress. • Adjustments will be needed due to having a new Mission Statement. • Due to an oversight on my part, no report has been written for Core Component 1c.

21. Our efforts reflect a work in progress. • Adjustments will be needed due to having a new Mission Statement. • Due to an oversight on my part, no report has been written for Core Component 1c. • One sub-subcommittee has not yet submitted its report.

22. Core Component 1a: Mission Documents

23. Core Component 1a: Mission Documents This portion of our report will have to be revised, due to having a new Mission Statement. Therefore, I will focus my time on other core components.

24. Core Component 1b: Diversity

25. Core Component 1b: Diversity • Since the glosses to the new Mission Statement are still malleable, I suggest placing additional commitments to diversity within the glosses.

26. Core Component 1b: Diversity • Since the glosses to the new Mission Statement are still malleable, I suggest placing additional commitments to diversity within the glosses. • “Unity in Diversity” is inherent in a proper understanding of being “Christ-centered” and being “Pentecostal.”

27. Core Component 1b: Diversity • Commitment to diversity is also implicit in the expression “throughout the world.”

28. Core Component 1b: Diversity The following are presented as markers of our diversity:

29. Core Component 1b: Diversity The following are presented as markers of our diversity: • Ethnicity;

30. Core Component 1b: Diversity The following are presented as markers of our diversity: • Ethnicity; • Educational backgrounds;

31. Core Component 1b: Diversity The following are presented as markers of our diversity: • Ethnicity; • Educational backgrounds; • Ability/Disability; and

32. Core Component 1b: Diversity The following are presented as markers of our diversity: • Ethnicity; • Educational backgrounds; • Ability/Disability; and • Religion.

33. Core Component 1b: Diversity Personally, I find our claim to religious diversity unconvincing.

34. Core Component 1c: Understanding the Mission

35. Core Component 1c: Understanding the Mission • At present, we do not have a report for this core component.

36. Core Component 1d: Governance

37. Core Component 1d: Governance • At NCU we have many decision-making bodies and offices.

38. Core Component 1d: Governance • At NCU we have many decision-making bodies and offices. • There is widespread agreement about decision-making processes and jurisdiction.

39. Core Component 1d: Governance • At NCU we have many decision-making bodies and offices. • There is widespread agreement about decision-making processes and jurisdiction. • Yet, sometimes “boundary issues” arise.

40. Core Component 1d: Governance • At NCU we have many decision-making bodies and offices. • There is widespread agreement about decision-making processes and jurisdiction. • Yet, sometimes “boundary issues” arise. • In these cases we generally employ an “inclusive strategy” (by consulting multiple affected bodies).

41. The Board of Regents

42. The Board of Regents • Our Board of Regents is a “representative board,” which is generally the weakest form of governing board.

43. The Board of Regents • Our Board of Regents is a “representative board,” which is generally the weakest form of governing board. • Boards dominated by ex officio members tend toward disengagement.

44. The Board of Regents • Our Board of Regents is a “representative board,” which is generally the weakest form of governing board. • Boards dominated by ex officio members tend toward disengagement. • This has been a problem in the past, but our present board seems highly engaged.

45. The Board of Regents Our present board structure has advantages:

46. The Board of Regents Our present board structure has advantages: • Accountability to our core constituency;

47. The Board of Regents Our present board structure has advantages: • Accountability to our core constituency; and • Access to our core constituency.

48. Accountability • Accountability is important because of fear of theological, spiritual, and missional drift.

49. Accountability • Accountability is important because of fear of theological, spiritual, and missional drift. • Educational institutions sell what economists call “credence goods.”

50. Accountability • Accountability is important because of fear of theological, spiritual, and missional drift. • Educational institutions sell what economists call “credence goods.” • Credence comes from objective measurements (e.g., accreditation), reputation, and oversight by trusted parties.