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Accreditation is often regarded as a crucial yet sometimes underappreciated aspect of higher education. It ensures institutions meet standards that contribute to student success, institutional effectiveness, and quality education. However, the 10-year reaffirmation process typically receives little attention until the final stages. As the role of the Accreditation Liaison Officer (ALO) becomes increasingly critical, many institutions are facing a shortage of experienced professionals in this field. This shortage underscores the importance of engaging the entire campus community in accreditation as an ongoing, integrated process rather than a once-a-decade task.
The real question for institutions is whether they are ensuring students have learned what they set out to learn. Accreditation advances this by maintaining rigorous standards and ensuring quality educational experiences. Unfortunately, the process is often relegated to a single point in time, with limited involvement from internal and external stakeholders. To maximize the benefits of accreditation, it must be seen as a continual process that is woven into the institution’s fabric, rather than a one-off event for reaffirmation.
Shifting the institutional mindset on accreditation requires a systematic approach that involves four essential steps: planning, engagement, preparation, and execution. Among these, engagement is the most critical. Making accreditation a broad, campus-wide effort is necessary for success. It is not enough for a small group of resolute individuals to carry the burden of the entire accreditation process. The institution’s leaders must foster an environment where everyone, from staff and faculty to students and community members, understands the importance of accreditation and actively participates.
Engaging faculty, staff, and students in accreditation requires overcoming the common misconception that it is someone else’s responsibility. Many individuals avoid involvement because they lack knowledge about the process or feel they do not have the time. However, accreditation impacts everyone at the institution. It is vital for maintaining Title IV funding and ensuring quality educational outcomes, student transferability, and strong post-graduation employment opportunities. The challenge is communicating the significance of accreditation in a way that resonates with all members of the community.
A successful engagement strategy starts with education. Leaders must continuously reinforce the importance of accreditation and its relevance to the institution’s mission. This can be accomplished through virtual or in-person sessions where questions are answered and participation is encouraged. These sessions should be tailored to different campus groups — faculty, staff, students, and community members — helping them understand how accreditation affects their roles and responsibilities. By asking questions about how they contribute to the institution’s mission and how accreditation influences their work, institutions can stimulate critical thinking and participation.
Once engagement takes root, involvement in the accreditation process should grow over time. Initially, a small group of interested individuals may begin the task force work. As understanding deepens, more faculty, staff, and students will join the effort, expanding participation and strengthening the institution’s commitment to the accreditation process. By the time of the site visit, the campus community should be well-prepared and motivated to participate, ensuring that accreditation is viewed as a positive and impactful process rather than a burdensome task.
Beyond the site visit, institutions must ensure that accreditation remains an ongoing part of their operations. The accreditation task force should transition into a standing committee that works on accreditation year-round, promoting consistency and collaboration. This continuous engagement benefits the institution by aligning it with accreditation standards and ensuring a culture of improvement.
Lastly, institutions must prepare for the future by nurturing the next generation of ALOs. With many senior administrators retiring, accreditation professionals are in high demand. Engaging the broader campus community in the accreditation process provides valuable training for individuals who will one day lead accreditation efforts. The best way to prepare for the role of ALO is through firsthand involvement in the accreditation process.
In conclusion, accreditation must not be treated as a one-time event but as an ongoing, integral part of institutional life. By engaging all stakeholders — staff, faculty, students, and community members — accreditation becomes part of the institution’s culture, driving continuous improvement and ensuring student success. As leaders in higher education, it is our responsibility to make accreditation a central part of our institutional mission, ensuring it remains a focus of both leadership and operational practice.
