Presenting Data for Accreditation Reports and Award Applications
Cynthia Knott, Hanora O'Sullivan, and Donna M. Schaeffer
School of Business Administration, Marymount University, Arlington, VA

The first six months of 2009 have been busy for Marymount University:
  • the first university in the Commonwealth of Virginia to win the prestigious U.S. Senate Productivity and Quality Award two years in a row.
  • the university was re-accredited by the Southern Association of Schools and Colleges
  • the paralegal program was re-accredited by the American Bar Association
  • the health care management program was re-accredited by the Commission on Accreditation of Healthcare Management Education (CAHME).

  • Education Criteria:
  • Leadership
  • Strategic Planning
  • Student, Shareholder, and Market Focus
  • Measurement, Analysis, and Knowledge Management
  • Workforce Focus,
  • Process Management
  • Results
  • n Criteria for Performance Excellence Framework A Systems Perspective

    55 Pages to address:

    Preface: Organizational Profile

    • P.1 Organizational Description
    • P.2 Organizational Challenges

    Leadership (120 points)

    • 1.1 Senior Leadership -- 70
    • 1.2 Governance and Social Responsibilities -- 50


    Strategic Planning (85 points)

    • 2.1 Strategy Development -- 40
    • 2.2 Strategy Deployment -- 45

    Student, Stakeholder, and Market Focus (85 points)

    • 3.1 Student, Stakeholder, and Market Knowledge 40
    • 3.2 Student and Stakeholder Relationships and Satisfaction 45


    Measurement, Analysis, and Knowledge Management (90 points)

    • 4.1 Measurement, Analysis, and Improvement of Organizational Performance -- 45
    • 4.2 Management of Information, Information Technology, and Knowledge -- 45

    Workforce Focus (85 points)

    • 5.1 Workforce Engagement -- 45
    • 5.2 Workforce Environment -- 40

    Process Management (85 points)

    • 6.1 Work Systems Design 35
    • 6.2 Work Process Management and Improvement 50

    7 Results (450 points)

    • 7.1 Student Learning Outcomes -- 100
    • 7.2 Student- and Stakeholder-Focused Outcomes -- 70
    • 7.3 Budgetary, Financial, and Market Outcomes -- 70
    • 7.4 Workforce-Focused Outcomes -- 70
    • 7.5 Process Effectiveness Outcomes -- 70
    • 7.6 Leadership Outcomes -- 70

    Our suggestions:

    draw attention

    but maintain readability. (P.S. Variety may not always be the spice of life!)
  • Color has merits, but adds printing costs.
  • Logos can help establish reputation, legitimacy and status.

  • Thumbnail the essential information.

    EXAMPLE : Figure X.x Thumbnail Sketch of SBA's Mission, Vision, Values *


  • Strives to develop the whole person, particularly their ethical values and capacity for life-long learning.
  • Vision

  • Achieves national recognition for quality undergraduate programs and regional recognition for Graduate programs.
  • Hallmark Values (core competencies)

  • Continuous quality improvement, superior teaching, innovation and ethical conduct.
  • Our Culture

    • Listens to stakeholders and strives to provide student-centered learning; innovative, relevant, quality programs and responsive customer service.
    • Characterized by transparency, collaboration and empowerment championed by the faculty/staff and leadership teams.

    *Due to space limitation the MVV is paraphrased. Full details are found in Figure 1.1-2.

    Nine point font is usually OK for tables. Remember the readability rule.

    Example - Figure X.x SBA at a Glance (2007-2008)


    part of Marymount University (private, non-profit) Sites: Arlington (main); Reston (satellite)


    35 (administration, faculty, staff) Non-unionized.


    Undergraduate and Master's level business degrees and certificates.

    Total SBA Student Enrollment

    823 students in Fall, 2007

    Faculty/Student Ratio

    1 to 15

    Organizational Culture

    Characterized by transparency, collaboration and empowerment Cf. Figure P.1-2 below

    Critical Success Factors

    Academic excellence, Catholic identify and branding; Student Recruitment and Retention




    When explaining processes use PDCA.

    EXAMPLE: Figure X.x Marymount University wide PDCA System to Avoid Adverse Ethical Impacts

    Process for Impact Monitoring


    Inputs, Activities, Etc.



    University-wide social responsibility criteria are included in University strategic planning.

    President and senior leaders, including SBA's, help develop University plan.

    Publication and discussion of annual strategic plan update.


    University senior leadership monitors the external environment and strategic plan

    Monitoring by Board of Trustees, President, senior leaders and Chaplain.

    Board endorsement of University strategic plan. President's report to Board on action plans.


    SWOT and gap analysis is performed on adverse/ unethical impacts.

    President and senior leaders conduct analysis.

    Number of potential or actual adverse effects are analyzed.


    Corrective action is taken as needed.

    President and/or Board orders corrective action

    Number of actions taken.

    You can still use PDCA.

    Figure X.X-x Designing and Improving SBA Work Systems

    System Design





    Key Student Requirements

    Faculty/staff review needs and satisfaction data.

    Changes are made to programs or services.

    Senior leaders, DCD, faculty/staff monitor new process changes.

    Measures of success are reviewed in strategic planning cycle

    New Technologies

    University IT unit plans.

    SBA inputs new technology needs into annual IT unit budget.

    University IT unit checks and surveys users. Input from stakeholders/collaborators is solicited.

    SBA makes requests and proposals to the University IT unit and senior administrators.

    New Organizational Knowledge

    Best practices are learned from external sources..

    Shared governance system makes a consensus decision on proposed changes

    SBA Senior leaders and workforce do ongoing external environmental scanning.
    Voice of the customer feedback and expertise of partners/collaborators is sought.

    Shared governance system makes a consensus decision on needed actions.

    Organizational Sustainability

    Critical success factors, core competencies and strategic initiatives are inputs into planned improvements.

    Shared governance system vets any proposed changes against critical success factors, core competencies and strategic initiatives

    Organizational culture operates to monitor changes.

    Transparency, collaboration and empowerment of the culture enables agile response.

    The less said the better.
    P.2.a(2) Key Success Factors Relative to Competition and Comparable Organizations
    Figure P.2-2 SBA Critical Success Factors

    Identified Success Factor


    Competitive Organizations

    Academic Excellence

    • 100% professionally or doctorally qualified faculty.
    • Teaching oriented mission.
    • Small classes with student-centered learning philosophy and accessible faculty.

    • Closely comparable
    • Research orientation.
    • Large lecture orientation with substantial use of teaching assistants and/or adjunct faculty.

    Catholic Identity and Branding

    • Cultural association of Catholic education with "quality education."
    • Achievement of SPQA external validation via Certificate for Commitment to Continuous Improvement (2007).
    • Focus on teaching ethics; Center for Ethical Concerns.

    • Only 2 competitors are religiously affiliated.
    • No other Virginia college has achieved any SPQA recognition. Other schools just moving in this direction.

    Student Recruitment and Retention Systems

    • A University-wide student retention process has been deployed. It includes University promotion of student life and major capital investment in facilities and technology.
    • SBA has an effective assigned faculty advising system.

    • Closely comparable.
    • Generic student tutorial help.
    • Less individualized or non-faculty advisors.

    Provide linkages.

    EXAMPLE: Figure 3.1-2 Determining Student Stakeholder Requirements*



    Key Requirements*

    Information Analysis Process

    Graduate Students.

    • Continuous quality improvement, superior teaching, innovation and ethical conduct.
    • Develop the whole person, particularly their ethical values and capacity for life-long learning

    1. A degree that enhances career goals since there is no significant number interested in a terminal degree.
    2. Accessibility to high-quality instructors and interaction with practitioners.
    3. Development of an ethical code.
    4. Course scheduling to facilitate completion of a degree/certificate in a timely fashion.

    • Begins with University Admissions who assess students from first interest to acceptance into the University.
    • Simultaneously senior leaders and Program Directors conduct "open houses" and orientations and receive feedback.
    • Students are assigned individual faculty advisors who report feedback to the SBA.
    • The SBA senior and supporting leadership teams discuss this information and devise responses to it.
    • These are presented to SBA partners for review and senior University administrators if funding approval is needed.

    *Requirements for students/stakeholders are identified by sources noted in Figure 3.1-1.

    Provide a flow chart or diagram for processes and systems.

    Cosider a basic wheel (hub, spokes, and outside ring). Hub could be mission or customers, spokes could include assessment processes, and challenges etc., and ring could be planned improvements.

    Organizational Profile
    Senior Leadership
  • Table - Communication methods for workforce, customers, suppliers, and partners.
    Governance and Social Responsibility
  • Table or Process - Selection and linkage of Key Communities to business (chart or table)
    Strategy Development
  • Table - Strategic objectives, measures, and timetable
    Strategy Deployment
    Customer and Market Knowledge
  • Table Listen and learn methods by customer segment
    Measurement, Analysis, and Improvement of Organizational Performance
  • Table - Key organizational measures to support decision-making (may be merged or linked to another table in 2 or 6).
    Management of Information, Information Technology, and Knowledge
    Faculty Qualifications
    Scholarly and Professional Activity
    Workforce Environment
  • Table - Performance measures and goals for each key workplace factor.
    Work Systems Design
  • Table - Key work processes
    Work Process Management and Improvement
  • Table - In-process measures for managing processes on a daily basis.