Abstract
Purpose. The purpose of this study was to identify the best practices of outcomes-based accreditation that directly guide institutional improvement. Method. Best practices were identified using a Delphi study. Seventeen subject matter experts participated. Data were collected using e-mail. The Mann Whitney U Test was used to determine differences between the two groups. Findings. Fifty-nine best practices were identified. Twenty-seven focused on an accreditation commission and thirty-two focused on the institution. The best practices are summarized in the following areas: (1) Training of accreditation site-visitors, commissioners, and staff. (2) Planning early for assessment-centered accreditation activities. (3) Identification and investigation of serious questions to stakeholders. (4) Collecting and using evidence of student learning. (5) Focusing outcomes on the mission of the institution. Conclusions. The following conclusions can be made regarding the findings: (1) All experts placed an emphasis on best practices of an accreditation commission. (2) The only best-practice in the top five for both groups was AC1: "Trains evaluation teams, commissioners, and staff in the skills needed for effective accreditation practice." (3) Four of the practitioner's top rated best practices focus on outcomes and evidence of student learning. (4) Theorists identified just two best practices that focused on outcomes. (5) Theorists and practitioners did not agree on their highest rated best practices. (6) Practitioners identified best practices that can be quickly developed and are within an institution's control. Recommendations. Training can be developed by clarifying training needs based on each group's perspective. It is likely that site visitor training would be different than educator training. Institutions should realize what is within their scope in case accreditation commissions never have the funding or time to train site-visitors, commissioners and staff. Institutions can use the highest rated "institutional" best practices to guide their self-study while training is being developed.