Self-Study design

I. Institutional overview

Overview

Athabasca University (AU) is a public, board-governed, open and online distance university, operating as a Comprehensive Academic and Research University (CARU) under authority of the Alberta Post-secondary Learning Act. Working as a partner within Campus Alberta, AU works with key stakeholders to ensure a seamless and responsive advanced education system that provides and supports high-quality lifelong learning opportunities for residents of Alberta and beyond. With over 1,000 faculty and staff serving over 40,000 students in every province and territory of Canada and 92 foreign countries, AU offers approximately 900 courses in over 55 undergraduate and graduate programs in a range of arts, science and professional disciplines.

As a CARU, AU is home to a number of Canada Research Chairs, Campus Alberta Innovation Program Chairs, and industry-sponsored research chairs. The university also hosts a Commonwealth of Learning Chair and a UNESCO Chair in Open Educational Resources, one of only two in the world.

As Canada’s only open university, AU is devoted to the removal of barriers to post-secondary education, providing access to learners regardless of age, gender, educational background, disability, career and family obligations, culture or geographic location. AU has a long-standing practice of working collaboratively with other Canadian and international post-secondary institutions and learning industries and, in 2006, became the first Canadian public university accredited in the United States through the Middle States Commission on Higher Education (MSCHE). Through formal collaborative agreements between AU and Canadian and international post-secondary institutions, professional associations and corporate bodies, students and professionals make extensive use of AU courses and educational services to advance their education and careers.

Since its inception in 1970, Athabasca University has stood at the cutting edge of educational innovation. As an open and online distance university, it offers flexible enrolment opportunities for lifelong learners who cannot or choose not to undertake their post-secondary learning at traditional, on-site institutions. AU students have the opportunity to interact with fellow learners across Canada and around the world. AU continues to develop courses and programs in established and emerging areas to create knowledge, develop research expertise, meet the needs of career professionals, and foster academic excellence and respect for diverse world views in its graduates.

In 2018, AU introduced its new strategic plan: Imagine: Transforming Lives, Transforming Communities. In Imagine, In Imagine, AU sets out a leading-edge, best-in-class vision for a digital-first university. It lays the foundation for a university that recognizes and celebrates the diversity of its community. It recognizes that learners come to AU with personal learning goals that arise from their unique backgrounds and experiences, and pledges to provide a seamless and intuitive experience as learners pursue their unique learning journeys. Imagine reflects AU’s commitment to sustaining a culture that is oriented to innovation and growth—a culture that measures and celebrates success, superior performance, and action in support of our learners and our research mission.

Our mission

Athabasca University, Canada's Open University, is dedicated to the removal of barriers that restrict access to and success in university-level study and to increasing equality of educational opportunity for adult learners worldwide.

We are committed to excellence in teaching, research and scholarship and to being of service to the general public.

Institutional goals

AU’s Imagine plan builds upon the strength and spirit of our entire AU community.

As a community, we are focused on:

• Moving Beyond Open: Bridging Open and Inclusion
• Moving Beyond Place: Transforming Communities through Belonging and Relationships
• Moving Beyond the Norm: Adopting Innovative Ideas and Taking Calculated Risks
• Moving Beyond the Now: Making Change through Agility and Adaptability

These broad goals inform our strategic directions and priority outcomes for 2019 through 2023. AU’s Imagine Plan can be accessed here: http://imagine.athabascau.ca/

The Imagine Plan is AU’s roadmap to success. As part of integrated planning, the University also completed a series of Foundational Plans, which provide more focused direction to the university community on selected aspects of the broad strategic directions articulated in Imagine. The foundational planning documents can be found here: https://www.athabascau.ca/provost-vice-president-academic/integrated-planning/

Brief overview of student populations served by AU

• AU provides flexible learning opportunities to approximately 40,000 undergraduate and graduate learners annually.
• In FY 2017-2018, AU offered learning opportunities to 35,611 undergraduate learners and 4,421 graduate learners.
• Net enrolment from Alberta in FY 2017-18 totalled 16,345 (15,067 undergraduate and 1,278 graduate learners).
• Average Undergraduate Student Age at admission: 27.3
• Average Graduate Student Age at admission: 35.0
• In FY 2017-2018, 65.2% of Undergraduate and 74.1% of Graduate learners were women.
• Percentage of learners at AU self-identify as Indigenous: 3.4%.
• Percentage of learners reside in rural areas: 12.2%
• Percentage of AU graduates are the first in their family to earn a university degree: 70%
• Percentage of learners who work while they study: 73.3%

II. Institutional priorities to be addressed in the self-study

Institutional Stakeholders consulted in identifying the priorities

Initial conversations about the MSCHE Accreditation process occurred in early 2019 at AU’s Academic Leadership Team meetings (January 31, 2019; February 11, 2019).

The Self-Study process was formally initiated at the Academic Planning, Policy, and Standards Committee meeting (February 26, 2019). A formal call for participation was made.

Co-chairs were identified in March 2019.

On March 29^th, 2019, AU’s Provost and Vice President Academic shared a message with the university community inviting them to participate in the MSCHE Self-Study process. The Provost outlined:

1. changes at AU since the university’s last self-study and MSCHE team visit;
2. changes to MSCHE Standards for Accreditation and Requirements of Affiliation; and
3. the purpose of the Self-Study process.

Following the March 29^th communique, individuals from across the institution volunteered to participate in the Self-Study process. This Self-Study Design was shared with the Working Groups and Steering Committee at a kick-off meeting on May 2^nd.

On May 15^th, 2019, Dr. Stephen J. Pugliese, Vice President, Middle States Commission on Higher Education, participated in a productive self-study preparation visit. Following the visit, the Provost and co-chairs met to draft institutional priorities to be addressed in the Self-Study. They are as follows:

1. Strengthen ongoing institutional effectiveness.
2. Realize a reimagined integrated student learning environment in alignment with AU’s Learning Framework.
3. Promote Academic Excellence and Innovation through Research.
4. Strengthen Campus Culture and Community Engagement.

These priorities were shared with the MSCHE Steering Team for review and feedback on June 26, 2019.

Lastly, a webpage was created on the Office of the Provost’s page. Here, individuals can find a number of documents, including the draft Self-Study Design and timeline, that will assist in guiding the work of the Steering Committee and its 8 Working Groups.

Alignment of selected priorities with AU’s mission and goal

Selected priorities – rationale

1) Strengthen ongoing institutional effectiveness

Through integrated planning, AU is realizing an integrated planning, assessment and accountability cycle. Integrated planning supports strategic decision-making by providing a comprehensive view of resources and commitments that ensures the alignment of financial and capital resources with AU’s priorities. We are seeing increased system-based coordination, collaboration, cooperation, and communication in our projects and activities. We recognize the need to accelerate and strengthen a culture of institutional effectiveness in several areas, including evaluation and assessment, student services, teaching and learning, integrated resource planning, and governance. The Standards for Accreditation and Requirements of Affiliation of the Middles States Commission on Higher Education are rigorous and comprehensive and will contribute to overall culture of continuous improvement at AU. We believe the Self-Study process will strengthen our institution. The goal contributes to all MSCHE Standards.

2) Realize a re-imagined integrated learning environment in alignment with AU’s learning framework

Following the completion of Imagine: Transforming Lives, Transforming Communities, AU completed an inclusive campus-wide development process by approving the Imagine Learning Framework. The Framework articulates AU’s vision for how we will once again transform the learner experience by disrupting traditional practices of higher education. Implementation of the Framework will contribute to the realization of Teaching and Learning Success and Research and Development Success – integral to the successful realization of AU’s Imagine Plan. The goal contributes to MSCHE Standards I, III, IV, and V as the Learning Framework provides the overall strategic direction for faculty-level and unit-level decisions about how we design, deliver, support, assess, and continuously improve all aspects of the learning experience. Implementation of the Framework requires engagement from the entire community—and indeed, there is a great deal of activity in support of the Framework already underway in the Faculties and in other academic units.

3) Promote academic excellence and innovation through research

AU’s Strategic Research Plan (2018 – 2022) follows from the Athabasca University’s Imagine: Transforming Lives, Transforming Communities Plan. The plan attests to the capacity of our researchers, be they academics, students or staff, to generate knowledge about Transforming Lives, Transforming Communities – past, present and future, as chronicled in their research outputs – and crafts a vision for our future research endeavours. AU is committed to open scholarship, which encompasses open science, open access, open data, open education, and all other forms of openness in the scholarly and research environment, is transforming how knowledge is created and shared.

AU’s Strategic Research Plan will enhance and enable a vibrant research culture that becomes visible by way of its focus on Transforming Lives, Transforming Communities as it affords myriad disciplinary and multidisciplinary opportunities to address questions of local, national, and global concern related to our four strategic directions. Realizing the plan will contribute to Standards I and III.

4) Strengthen campus culture and community engagement

At AU we respect and value the contributions of our greatest asset: our people. It is through the collective efforts of the entire AU community that we are able to transform lives and transform communities: to provide an environment in which learners can harness the power of higher education so that they and their communities can realize their highest potential. Moreover, we recognize that equipping AU to realize its vision and fulfil its mission also starts with our people and must include every member of the One AU team. Our workforce is unique, diverse and dispersed, and we must create an environment that assures individual enrichment and individual and organizational success. We are focused on talent management, human resources service delivery and governance, communication, and human resources transformation. Realizing this goal will contribute to Standards I, II, VI, and VII.

Institutional Stakeholders consulted in identifying the priorities

• Academic Leadership Team
• Academic Planning, Policy, and Standards Committee
• MSCHE Self-Study Steering Committee
• MSCHE Working Groups
• Deans’ Council
• Executive Team

III. Intended outcomes of the self-study

As noted above, AU’s three institutional priorities for the Self-Study process are:

1. Reaffirm that we meet the Standards for Accreditation and Requirements of Affiliation of the Middles States Commission on Higher Education;
2. Strengthen the culture of evaluation of student learning in support of measures of institutional effectiveness and integrated planning; and
3. Contribute to the expansion and generation of new learning opportunities in current and emerging academic fields.

We commit to meeting these outcomes at the end of the Self-Study Process.

IV. Self-study approach

AU will be adopting the Standards-Based Approach to organize the Self-Study Report. This approach will enable us to stay organized and effectively identify institutional strengths and challenges as they relate to each standard with appropriately referenced documentation found in the Evidence Inventory.

V. Organizational structure of the Steering Committee and Working Groups

Steering Committee

The Steering Committee membership includes broad representation from the institution. The Provost appointed co-chairs, Dr. Margaret Kierylo, Associate Vice President, Integrated Planning and Assessment and Dr. Veronica Thompson, Dean, Faculty of Humanities and Social Sciences. Dr. Veronica Thompson attended the 2018 MSCHE Self-Study Institute. In March 2019, the Provost solicited expressions of interest from the university community to serve on the working groups. The Working Groups’ Chairs and Membership is comprised of individuals who expressed interest and other appointees with requisite knowledge and skills to assure that each Working Group includes representation and expertise relating to that Working Group’s Charge. The Steering Committee includes the Steering Committee Co-Chairs, Working Group Chairs, and administrative support.

Co-Chairs charge

The Co-Chairs, in consultation with the Provost, will:

1. Develop and facilitate the Self-Study process by determining appropriate timelines, key issues to be examined, steering committee and working group charges, and deliverables.
2. Develop a Self-Study Design that ensures compliance with the Middle States Standards and Requirements for Affiliation.
3. Support the Steering Committee by providing information and guidance.
4. Ensure that the Self-Study document is integrated across all standards.

Steering Committee charge

The Steering Committee, in consultation with Executive Team, will:

1. Lead and facilitate an inclusive self-study process.
2. Contribute to the Self-Study Design.
3. Approve the Self-Study Timeline.
4. Support Working Groups by providing information and guidance for identifying critical issues, gathering appropriate evidence, preparing and implementing recommendations on draft Self-Study documents, and maintaining accountability for deliverables.
5. Write the Self-Study Document. This includes gathering a robust evidence inventory, conducting a gap analysis, addressing areas marked for improvements, and developing recommendations that advance the institution.
6. Coordinate communication with the Athabasca University community.
7. Organize and host the Self-Study Site Visit.

Working Group charge

Each Working Group will do the following:

1. Develop an understanding of the Middle States Standards and Requirements of Affiliation with a specific focus on the standard related to the assigned Working Group. Working Group members are encouraged to review the MSCHE Self-Study Guide.
2. Identify sources of information and collect relevant data as they relate to the assigned working group.
3. Hold regular meetings, to identify, collect, and analyze evidence and to draft reports for the Steering Committee in accordance with the established timeline.
4. Analyze all relevant evidence, including documents, processes, and procedures, assuring that all key issues are examined for the Standard and each criterion.
5. Identify gaps in the evidence or in processes and procedures to meet the Standard. Develop strategies to address the gap, and implement where feasible. Identify the gaps and recommendations in early reports to the Steering Committee.
6. On the basis of the evidence collected and analyzed:
   1. assess institutional strengths and weaknesses in relation to the standard;
   2. assess opportunities for improvement and institutional renewal; and
   3. link opportunities to the Self Study Priorities aligned with the Standards and assigned to the working group.
7. Prepare draft reports deliverable to the Steering Committee on the timeline assigned.
8. Integrate Steering Committee feedback and deliver a timely final report analyzing AU’s successes, challenges, and opportunities in meeting the assigned standard.

VI. Guidelines for reporting

Working Groups will be expected to prepare a final report that analyses the data compiled and relevant to the assigned Standard. Each Working Group report will function as the foundation for a chapter in the full Self Study Report. A preliminary draft report will be received by the Steering Group. Preliminary drafts will be completed by September 30, 2019, and final drafts by November 30, 2019.

Working group reports will include an introduction identifying the assigned Standard and the approaches taken in the analysis. The body of the report will analyze the evidence of the degree to which Athabasca University demonstrates that it meets the assigned Standard’s criteria, attributes and activities, and can show its commitment to continuous improvement in fulfilling its mission, goals and objectives. Contextual descriptions should be minimal with the primary focus on analyzing strengths, weaknesses, and opportunities for improvement.

Opportunities for improvement and innovation resulting from the evidence presented should be specific, achievable and in alignment with Athabasca University’s mission, mandate and strategic plans and priorities. Supporting documentation should be hotlinked to the Evidence Inventory. The conclusion should summarize the Working Group’s recommendations for institutional improvement. The Working Groups’ final reports should not exceed 15 pages, and should adhere to the sample outline below:

The Steering Committee will meet monthly to monitor and guide the Working Groups’ activities; each Working Group chair will report verbally on their progress to the Steering Committee. In addition to reviewing the preliminary draft, the Steering Committee is available to review and offer advice on drafts at any time during their development.

The Co-Chairs will also provide updates to internal AU governance committees throughout the Self-Study process.

VII. Organization of the final self-study report

VIII. Verification of compliance strategy

Verification of Compliance will be nested in Standard II (C8) and in our Evidence Inventory.

IX. Self-study timetable

X. Communication plan

There are multiple channels for communication with AU stakeholders: faculty, tutors and academic experts, professional and support staff, management, Executive Team, Board members, students and alumni, including formal governance councils and committees.

The Co-Chairs will provide regular, formal updates to the following committees and councils throughout the Self-Study process; meetings of these councils and committees are currently scheduled through to June 2020:

• Academic Leadership Team
• Administrative Council
• Academic Planning, Policy and Standards Committee
• Board of Governors
• Deans’ Council
• Executive Team
• General Faculties Council

In addition, the Co-Chairs will provide regular communiques to the Athabasca University community to advise of input sessions and of project milestones. The Co-Chairs will also schedule input sessions with the Athabasca University Students Union (AUSU) and the Athabasca University Graduate Students Association (AUGSA); with the assistance of University Relations, alumni input sessions will also be planned.

As previously noted, a webpage has been created on the Office of the Provost’s page and continuous updates will be posted there as the self-study progress.

XI. Evaluation team profile

We recommend that the external peer evaluation group be comprised of reviewers from public comprehensive universities, with representation from faculty, staff, and/or administration in the following areas:

• Online and distance education expertise;
• Knowledge and expertise in new learning technologies/ pedagogical disruption.
• Experience in rapid growth and transformational change;
• Familiarity with Canadian Post-Secondary Education, Adult Learning, and/or various regulatory environments;
• Familiarity with theory and practice behind educational technology, such as those employed in the Western Council for Educational Technology;
• Familiarity with the principles and practice of adult education and learning;
• Familiarity with principles of open admissions and open learning;
• Familiarity with Student Affairs/ Services and online learning;
• Familiarity with Universal Design for Learning;
• Familiarity with Equity, Diversity, and Inclusion.

Comparable peer institutions:

• SUNY Empire State College
• University of Maryland University College
• Thomas Edison State University
• Open University - UK

XII. Evidence inventory

In addition to the Working Group assigned to each Standard, an additional Working Group will be formed to populate and manage the Evidence Inventory. As Working Groups identify the institutional evidence that demonstrates compliance with their assigned Standards, Working Group 8 will be responsible for compiling and maintaining the Evidence Inventory. All Working Groups and the Steering Committee will contribute to refining the Evidence Inventory throughout the Self-Study process.