> NASC Accreditation > NASC Standards
Institutional Mission and Goals, Planning and Effectiveness
Standard 1.A - Mission and Goals
The institution's mission and goals define the institution,
including its educational activities, its student body, and its role within
the higher education community. The evaluation proceeds from the institution's
own definition of its mission and goals. Such evaluation is to determine
the extent to which the mission and goals are achieved and are consistent
with the Commission's eligibility requirements and standards.
1.A.1 The institution's mission and goals derive from,
or are widely understood by, the campus community, are adopted by the governing
board, and are periodically reexamined.
1.A.2 The mission, as adopted by the governing board,
appears in appropriate institutional publications, including the catalog.
1.A.3 Progress in accomplishing the institution's mission
and goals is documented and made public.
1.A.4 Goals are determined consistent with the institution's
mission and its resources - human, physical, and financial.
1.A.5 The institution's mission and goals give direction
to all its educational activities, to its admission policies, selection
of faculty, allocation of resources, and to planning.
1.A.6 Public service is consistent with the educational
mission and goals of the institution.
1.A.7 The institution reviews with the Commission, contemplated
changes that would alter its mission, autonomy, ownership or locus of control,
or its intention to offer a degree at a higher level than is included in
its present accreditation, or other changes in accordance with Policy A-2
- Substantive Change, pages 94-99.
Standard 1.B - Planning and Effectiveness
The institution engages in ongoing planning to achieve
its mission and goals. It also evaluates how well, and in what ways, it
is accomplishing its mission and goals and uses the results for broad-based,
continuous planning and evaluation. Through its planning process, the institution
asks questions, seeks answers, analyzes itself, and revises its goals,
policies, procedures, and resource allocation.
1.B.1 The institution clearly defines its evaluation and
planning processes. It develops and implements procedures to evaluate the
extent to which it achieves institutional goals.
1.B.2 The institution engages in systematic planning for,
and evaluation of, its activities, including teaching, research, and public
service consistent with institutional mission and goals.
1.B.3 The planning process is participatory involving
constituencies appropriate to the institution such as board members, administrators,
faculty, staff, students, and other interested parties.
1.B.4 The institution uses the results of its systematic
evaluation activities and ongoing planning processes to influence resource
allocation and to improve its instructional programs, institutional services,
1.B.5 The institution integrates its evaluation and planning
processes to identify institutional priorities for improvement.
1.B.6 The institution provides the necessary resources
for effective evaluation and planning processes.
1.B.7 The institution's research is integrated with and
supportive of institutional evaluation and planning.
1.B.8 The institution systematically reviews its institutional
research efforts, its evaluation processes, and its planning activities
to document their effectiveness.
1.B.9 The institution uses information from its planning
and evaluation processes to communicate evidence of institutional effectiveness
to its public.
Supporting Documentation for Standard One
1. Official statement of the institutional mission: Indicate
how and when it was developed, approved, and communicated to the institution's
2. Evidence that demonstrates the analysis and appraisal
of institutional outcomes. Examples may include:
annual goals and assessment of success in their accomplishments;
studies of alumni and former students;
studies regarding effectiveness of programs and their graduates;
studies that indicate degree of success in placing graduates;
test comparisons that reveal beginning and ending competencies;
surveys of satisfaction - students, alumni, and employees.
Institutional short term, strategic, or long term plans.
Includes system master plans when applicable.
Planning studies, including enrollment history for the
past five years, enrollment projections, program need analyses, personnel
availability data, development possibilities, and other products of institutional