Accreditation data collection requirements versus faculty loads: One college's use of self‐study to balance these two realities

Abstract

This paper describes the self‐study effort of one college of education to successfully balance the complex demands of accreditation data collection, management, and reporting with the reality of faculty loads. It examined existing strategies and proposed changes for the upcoming academic year in an attempt to create a balance between faculty loads and accreditation data demands. Faculty continue to struggle with accreditation data demands: however, some professors have commented on the positive outcome of increased uniformity and reliability of grading procedures across programs. The workload associated with accreditation must be part of a larger dialog regarding the structure of the faculty reward systems. Stakeholders must collaboratively explore, implement, and assess potential solutions in search of the optimal balance.