The purpose of this qualitative study was to determine how a university aligns the budget allocation process to the strategic plan process. This case study was conducted at a four-year, liberal arts university in the southeastern part of the United States. The qualitative data was collected through personal individual interviews from a purposeful sample of administrators at the university who were knowledgeable about the budget allocation process and the strategic plan. Data were also collected through a document review from items publically accessible online and information received from the interviews. By analyzing data derived from the interviews and document review, three themes were identified, inclusive process, data informed decisions, and leadership driven. Findings from this study may be useful at other universities that are aligning their budget allocation process to the strategic plan. This information is valuable to state legislators who are evaluating how universities spend state money.

Introduction The year 2020 marked the first year in which a match under single accreditation took place. Both osteopathic (DO) and allopathic (MD) students would participate in the first match cycle without a dedicated DO match system. Our primary objective was to investigate how single accreditation has impacted the DO applicants attempting to match into surgical specialties. Our secondary objective was to investigate the impact of single accreditation at the program director (PD) level and whether or not this process would see a change in DO PD distribution in previously American Osteopathic Association (AOA)-approved programs. Method Information on number of applicants and post-match positions was gathered from AOA and National Residency Match Program (NRMP) websites. Credentials of PDs were obtained from the Accreditation Council on Graduate Medical Education website. Based on the available data, the following surgical specialties were compared for the years 2020, 2018, and 2016: General Surgery, Neurological Surgery (NSGY), Orthopedic Surgery, Otolaryngology/ENT (ENT), Plastic Surgery, and Thoracic Surgery. Data from 2016 were not included in the results as the AOA match results analysis was insufficient and unable to be directly compared to the NRMP data. Results of matched DO and MD applicants were compared using bivariate analysis. A p-value of <0.05 was considered significant. Results From the year 2018 to 2020, the DO applicants saw a decrease of 3% in the total number of matched postgraduate year 1 spots in surgical specialties. NRMP results from 2020 saw that 51.7% of DO applicants matched and 67.7% (p < 0.001) of MD applicants matched for the specialties examined. Percent of matched:applied for DO applicants was lower than MD applicants in the fields of NSGY (p < 0.001), ENT (p < 0.001), Plastic Surgery (p < 0.001), General Surgery (p < 0.001), and Thoracic Surgery (p = 0.011). After evaluating 60 former AOA General Surgery programs, 56% were found to have MD as PD. Another 26 former AOA surgical programs were investigated, and 58% were found to have MD PD. Conclusion Single accreditation has impacted the match process now that a large number of both MD and DO applicants are using the NRMP match system for postgraduate placement. Based on the available data, our results indicate that in the examined surgical specialties, there is a statistically significant difference in the number of MD and DO residents.

Introduction: The American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit was created by the 2008 ACCP Educational Affairs Committee to provide guidance to schools and colleges of pharmacy for didactic pharmacotherapy curricular development. The toolkit was revised and updated by the 2016 ACCP Educational Affairs Committee. Objectives: In accordance with the ACCP Board of Regents decision to update the toolkit every 3 years, the 2019 ACCP Publications Committee was charged with updating the 2016 toolkit to guide adequate disease state inclusion and depth of pharmacotherapy coverage in pharmacy curricula. Methods: The committee retained the competency-based tier definitions and organization of the 2016 toolkit. Multiple literature resources were reviewed to assess medical conditions responsive to drug therapy for inclusion in the 2019 toolkit. The committee also reviewed the tier designation for all toolkit entries for appropriateness, given recent advances in medical care and evolving patient care responsibilities of clinical pharmacists. Updates to the toolkit were made by consensus with electronic voting when required. Results: The 2019 toolkit contains 302 topics, including 94 (31%) tier 1, 133 (44%) tier 2, and 75 (25%) tier 3 entries. There are 26 additional topics in the updated toolkit, including 12 new tier 1 topics that are generally treated with nonprescription medications. Eleven new topics were added to tier 2, and 20 topics were added to tier 3 (including 11 topics in the Oncologic Disorders section). The tier classification of some conditions was changed to reflect current pharmacy practice expectations. Conclusion: As with the 2016 toolkit, the large number of tier 1 topics will require schools and colleges to employ creative teaching strategies to achieve practice competence in all graduates. The large number of tier 2 topics highlights the importance of postgraduate training and experience for pharmacy graduates desiring to provide direct patient care.

The purpose of this study was to determine to what extent student performance has been influenced by historical events, legislative mandates, and accreditation processes. This study consists of comparing the Southern Association of Colleges and Schools accreditation processes with those of the Association of Christian Schools International. In completing this qualitative study, the following procedures were implemented: Related research was used to provide a background of the role that historical events, legislation, and accreditation processes have on student performance; data were collected to establish time line shifts in an historical perspective. The data collected included assessment, accountability, high school drop out rates, high school graduation rates, academic readiness for higher education, standardized testing, grade inflation, acceleration of dual enrollment and advanced placement courses, and national SAT and ACT averages. Data were also collected from historical record of accreditation processes, which included standards, teacher certification requirements, committee responsibilities, visiting team responsibilities, and self-study materials. As a result of content analysis, the researcher decided to focus on three key areas that were integral to the study. The three categories identified in the review of literature were used to analyze the content of these events and processes. The categories were: (a) Student Performance, (b) Historical Events, and (c) SACS and ACSI Accreditation Processes. The following results were obtained from this research. Findings indicated that a criterion-based accreditation process potentially results in more consistent student performance outcomes than an open-ended process.

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This study addressed the broader issue of the negative impact of the community college practice of hiring large numbers of part-time faculty on graduation rates. Prior research has determined that higher ratios of full-time faculty correlate significantly and positively with community college graduation rates. This study extended the research of institutional models affecting community college graduation rates and investigated the nature of regional accreditation for the adequacy of full-time faculty as a determinate of graduation rates. This study included all public 2-year institutions in the United States. A correlational research design was implemented using data available through the National Center for Education Statistics and the nation’s six regional accrediting agencies for community colleges. Among the major findings in the study, graduation rates were found to be significantly correlated among schools belonging to different regional accreditation agencies. The study also determined that ratios of full-time faculty, institution size, instructional spending, and ratios of full-time students correlated significantly with increased graduation rates. When comparing community colleges among regional accreditors that had no standards for regulating the adequacy of full-time faculty with those who do, graduation rates did not correlate significantly. These results contribute to the body of knowledge for institutional effects on graduation rates and also have important implications for regional accreditors. The results suggest that regional accrediting standards for the adequacy of full-time faculty may need to be more prescriptive in nature to provide a direct impact on graduation rates.

School Renewal is a broadly defined process used as an alternative route to school improvement and regional accreditation. However, there is no direct evidence to support its use. To date, there have been no systematic inquiries to document the regional accreditation process of improving an elementary and middle school through the School Renewal process. This study was an inquiry into the School Renewal accreditation process in an elementary and middle school. The study focused on the structure of the School Renewal process, the processes in which participants engaged, and the outcomes of the School Renewal process as related to planning, climate, communication, curriculum and instruction, and staff development. The design included a case study with a rich, descriptive, narrative format for reporting. The participants included the principal, assistant principal, all faculty and staff members, parents and community members of Honaker Elementary and Middle School who were members of one of the School Renewal committees. Data from documents, observations and interviews of participants, and the researcher's journal were analyzed to build a complete case narrative. The findings were organized into three major themes from the School Renewal process: the structure of school renewal; the processes of leadership including communication and involvement of participants in the School Renewal process; and the outcomes of School Renewal. A number of major understandings emanated from the study that help to elaborate existing descriptions of the School Renewal process. Planning and structuring the process created the framework and foundation from which to begin the School Renewal process. A democratic, supportive principal and a strong teacher leader emerged as key participants at the school level. School-wide communication was a vital component. The roles of participants, representation of stakeholders, and active involvement helped facilitate participant motivation that bound the participants together throughout the renewal process. / Ed. D.