GENERAL INSTRUCTIONS FOR THE SELF-STUDY REPORT: 2008 Edition

[Click here to download the document in pdf file. 34 pages total]

1. THE REVIEW AND ACCREDITATION PROCESS: Reference should be made to other NASPAA documents on the self-study and accreditation. General Instructions covers the what and why of peer review and accreditation, provides an overview of the process, discusses the standards and the self-study report, and describes the role of the site visit team. Policies and Procedures for Peer Review and Accreditation and Standards for Professional Master's Degree Programs in Public Affairs/Policy/Administration are the key documents governing the process. The Site Visit Manual provides details on the site visit team. In addition, various guidelines are available on diversity, public service internships, local government management education and public works administration.

2. THE SELF-STUDY REPORT: A carefully prepared Self-Study Report is a key element of the peer review and accreditation process. Preparing the report can be beneficial to the applicant program in reviewing itself. It is essential to the evaluation of the Commission and the site visit team. To encourage comparability of information across schools and to help provide consistency in the peer review and accreditation process, the Self-Study Report should be prepared according to the format specified in these instructions.

3. ORGANIZING FOR SELF-STUDY: The faculty of the program is encouraged to utilize the Self-Study Report process as an evaluative tool for analyzing program objectives and performance. Although a variety of organizational approaches are appropriate for the self-study, all faculty assigned to the degree program unit (as well as related faculty who teach courses for the unit) should be involved. In addition, input should be obtained from students, alumni, other relevant academic departments and employers of program graduates.

4. PREPARATION TIME: The preparation of the Self-Study Report typically takes six months or more. The mission focus requires the passage of time to assess performance and accomplishment of objectives and to show how information about its performance has been used in directing and revising program objectives, strategies and operations. Collecting data, involving faculty, interacting with students and alumni and preparing the report make it difficult to prepare an effective report solely in the summer before it is due.

5. OFF-CAMPUS AND DISTANCE EDUCATION: When off-campus and distance education versions of the program serve different missions, student populations, or utilize educational technology or learning methods that differ from the parent program, these differences should be described and explained fully in order to demonstrate (see the instructions for Standard 9):

• the extent to which educational offerings are consistent with and contribute to the mission;
• the extent to which assessment and guidance processes ensure the comparability of the education offered;
• the effects of these differences on students, faculty, administrators, systems, processes, and the allocation of program resources and, therefore; and
• the effects of these differences on the education received by all students in the program seeking accreditation regardless of where they are located.