Faculty Perceptions of a Seven-Year Accreditation Process

Abstract

This article describes the context, purpose, methodology, findings, and recommendations from a survey conducted over a seven-year period to identify faculty perceptions of an accreditation process. The survey using both closed and open-ended responses was administered annually to the same population in the Sanford College of Education. Findings show that faculty saw the accreditation process as good professional development, that it improved programs, and that it strengthened collaboration. Based on our findings, we offer recommendations to overcome barriers in the accreditation process and thus maximize the benefits of the process to faculty, programs and schools involved in the accreditation work.