The Principles of Accreditation:

Foundations for Quality Enhancement

Adopted by the College Delegate Assembly

December 2023

Southern Association of Colleges and Schools

Commission on Colleges

2024 Edition
The Principles of Accreditation:
Foundations for Quality Enhancement

Southern Association of Colleges and Schools

Commission on Colleges

2024 Edition

Adopted by the College Delegate Assembly:

December 2023

Approved by College Delegate Assembly:

December 2001

Revised by the College Delegate Assembly:

December 2006, 2007, 2009, 2011, 2017
Mission

The Southern Association of Colleges and Schools Commission on Colleges

(SACSCOC) is an institutional accreditor for quality assurance in higher education.
SACSCOC accredits institutions that award associate, baccalaureate, master’s, or
doctoral degrees, including those offered via distance and correspondence education,
and direct assessment within these institutions. It serves as the common denominator of
shared values and practices among its members in the United States and international
institutions of higher education approved by the SACSCOC Executive Council, Board of
Trustees, and the Appeals Committee of the College Delegate Assembly.

Mission Statement
The mission of the Southern Association of Colleges and Schools Commission on
Colleges is to assure the educational quality and improve the effectiveness of its
member institutions.
Accreditation by SACSCOC signifies that the institution (1) has a mission
appropriate to higher education, (2) has resources, programs, and services sufficient to
accomplish and sustain that mission, and (3) maintains clearly specified educational
objectives that are consistent with its mission and appropriate to the degrees its offers,
and that indicate whether it is successful in achieving its stated objectives.

The Principles of Accreditation: Foundations for Quality Enhancement 3

Philosophy of Accreditation

Self-regulation through accreditation embodies a philosophy that a free people can

and ought to govern themselves through a representative, flexible, and responsive
system. Decentralization of authority honors the rich diversity of educational
institutions in our pluralistic society and serves to protect both institutional
autonomy and the broader culture of academic freedom in our global society.
The empowerment flowing from self-regulation promotes both innovation
and accountability in achieving the goals of educating and training citizens in a
representative democracy. Consistent with these overarching values, accreditation is
best accomplished through a voluntary association of educational institutions. Both
a process and a product, accreditation relies on integrity; thoughtful and principled
professional judgment; rigorous application of requirements; and a context of trust.
The process provides an assessment of an institution’s effectiveness in the fulfillment
of its self-defined mission; its compliance with the requirements of its accrediting
association; and its continuing efforts to enhance the quality of student learning and
its programs and services. Based upon rigorous analysis and reasoned judgment,
the process stimulates evaluation and improvement, while providing a means of
continuing accountability to the institutions’ stakeholders and to the public.
The culmination of the accreditation process is a public statement of an
institution’s continuing capacity to provide effective programs and services based on
agreed-upon requirements. The statement of an institution’s accreditation status with
SACSCOC also represents an affirmation of an institution’s continuing commitment
to SACSCOC’s principles and philosophy of accreditation.
The membership expects its peers to dedicate themselves to enhancing the quality
of their programs and services within the context of their respective resources and
capacities and to create an environment in which teaching and learning, research, and
public service occur, as appropriate to the institution’s self-defined mission.
At the heart of SACSCOC’s philosophy of accreditation, the concept of quality
enhancement presumes each member institution is to be engaged in ongoing
improvement of its programs and services and be able to demonstrate how well it
fulfills its stated mission. Although evaluation of an institution’s educational quality
and effectiveness in achieving its mission is a difficult task requiring careful analysis
and professional judgment, an institution is expected to document the quality and
effectiveness of all its programs and services.

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 SACSCOC supports the right of an institution to pursue its own educational
mission as inherent in fundamental values of institutional autonomy; the right
of faculty members to teach, investigate, and publish freely; the right of students
to access opportunities for learning and for the open expression and exchange of
ideas. However, the exercise of these rights should not substantially interfere with
the overriding obligation of an institution to offer its students a sound educational
experience that optimizes student achievement outcomes.

The Southern Association of Colleges and Schools Commission

on Colleges (SACSCOC) adheres to the following fundamental
characteristics of accreditation:

• Participation in the accreditation process is voluntary and is an earned and

renewable status.

• Member institutions develop, amend, and approve accreditation

requirements.

• The process of accreditation is representative, responsive, and appropriate to

the types of institutions accredited.

• Accreditation is a form of self-regulation.

• Accreditation requires institutional commitment and engagement.

• Accreditation is based upon a peer review process.

• Accreditation requires an institutional commitment to student learning and

achievement.

• Accreditation acknowledges an institution’s prerogative to articulate its

mission, including a religious mission, within the recognized context of
higher education and its responsibility to show that it is accomplishing its
mission.

• Accreditation requires institutional commitment to the concept of quality

enhancement through continuous assessment and improvement.

• Accreditation expects an institution to develop a balanced governing

structure designed to promote institutional integrity, autonomy and
flexibility of operation.

• Accreditation expects an institution to ensure that its programs are

complemented by support structures and resources that allow for the total
growth and development of its students.

The Principles of Accreditation: Foundations for Quality Enhancement 5

Organization Of The Southern Association Of Colleges And Schools
Commission On Colleges
The Southern Association of Colleges and Schools (SACS) is a private, nonprofit,
voluntary organization founded in 1895 in Atlanta, Georgia. The Association currently
comprises the Commission on Colleges (SACSCOC) and the Council on Accreditation
and School Improvement (SACSCASI), the K-12 arm of the Association. The two
commissions carry out their missions with considerable autonomy; they develop their
own standards and procedures, and govern themselves by a delegate assembly.
The College Delegate Assembly (CDA) of SACSCOC includes one voting
representative (the chief executive officer or the officer’s designee) from each
member institution. Its responsibilities include electing the 77-member SACSCOC
Board of Trustees to guide the organization’s work; to approve all revisions in
accrediting standards as recommended by the Board; to approve the dues of
candidate and member institutions as recommended by the Board; and to elect an
Appeals Committee to hear appeals of adverse accreditation decisions, and electing
representatives to the Association’s Board of Trustees.
The SACSCOC Board of Trustees is responsible for recommending to the College
Delegate Assembly standards for candidacy and membership, authorizing special
visits, taking final action on the accreditation status of institutions, nominating to the
College Delegate Assembly individuals for election to succeed outgoing members of
the Board, electing an Executive Council that will act for the Board while it is not in
session, appointing ad hoc study committees as needed, and approving SACSCOC
policies and procedures.
The thirteen-member Executive Council is the executive arm of the SACSCOC
Board and functions on behalf of the SACSCOC’s Board and the College Delegate
Assembly between sessions. However, the actions of the Council are subject to the
review and approval by the Board. The Council interprets SACSCOC policies and
procedures, develops procedures for and supervises the work of SACSCOC ad hoc and
standing committees, approves SACSCOC goals and objectives, reviews and approves
SACSCOC’s budget, oversees and annually evaluates the work of its president and
initiates new programs, projects, and policy proposals.
The Council receives and acts on reports from all ad hoc and standing
committees and submits them to the SACSCOC’s Board of Trustees. In the case of
institutions applying for candidacy, membership, or reaffirmation of accreditation, the
Executive Council receives recommendations from the Committees on Compliance
and Reports (C&R), which are the SACSCOC standing evaluation committees, and, in
turn, submits its recommendations to the full SACSCOC Board of Trustees.

6
The Process Of Accreditation
The process for initial and continued accreditation involves a collective analysis and
judgment by the institution’s internal constituencies, an informed review by peers
external to the institution, and a reasoned decision by the elected members of the
SACSCOC Board of Trustees. Accredited institutions periodically conduct internal
reviews involving their administrative officers, staffs, faculties, students, trustees, and
others appropriate to the process. The internal review allows an institution to consider
its effectiveness in achieving its stated mission, its compliance with The Principles
of Accreditation: Foundations for Quality Enhancement, its efforts in enhancing the
quality of student learning and the quality of programs and services offered to its
constituencies, and its successes in accomplishing its mission. At the culmination of
the internal review, peer evaluators representing the Board apply their professional
judgment through a preliminary assessment of the institution; elected SACSCOC
Board members make the final determination of an institution’s compliance with the
accreditation requirements.

Application of the Requirements

SACSCOC accredits degree-granting higher education institutions and entities
based on requirements in The Principles of Accreditation: Foundations for Quality
Enhancement. These requirements apply to all institutional programs and services,
wherever located or however delivered. This includes programs offered through
distance and correspondence education, off-campus sites, and branch campuses.
Consequently, when preparing documents for the SACSCOC demonstrating
compliance with the Principles of Accreditation, an institution must include these
programs in its Institutional Summary Form Prepared for SACSCOC Reviews
and address these programs in its analysis and documentation of compliance (See
SACSCOC policy, Distance and Correspondence Education). SACSCOC applies the
requirements of its Principles to all applicant, candidate, and member institutions,
regardless of the type of institution: private, for-profit, private not-for-profit,
or public. The SACSCOC Board of Trustees evaluates an institution and makes
accreditation decisions based on the current edition of the Principles of Accreditation.
SACSCOC’s philosophy of accreditation precludes denial of membership to a degree-
granting institution of higher education on any ground other than an institution’s
failure to meet the above requirements in the professional judgment of peer reviewers,
or failure to comply with the policies and procedures of SACSCOC.

The Principles of Accreditation: Foundations for Quality Enhancement 7

Components Of The Review Process
The SACSCOC Board of Trustees conducts several types of institutional reviews: (1)
Candidate Committee reviews of institutions seeking candidacy, (2) Accreditation
Committee reviews of candidate institutions seeking initial membership, (3)
Reaffirmation Committee reviews of member institutions seeking continued
accreditation following a comprehensive review, (4) Special Committee reviews
of member institutions seeking continued accreditation following evaluation of
institutional circumstances that are accreditation related, and (5) Substantive
Change Committee reviews of member institutions seeking approval and continued
accreditation following the review of a change of a significant modification or
expansion to the institution’s nature and scope. Each of the above types of reviews has
its own evaluation documents and peer review procedures and can be found on the
SACSCOC web site at www.sacscoc.org.
The process described below is specific to a member institution seeking
reaffirmation of accreditation.

Preparation by the Institution

As part of the reaffirmation process, the institution will provide two (2) separate
documents:
1. Compliance Certification
The Compliance Certification, submitted fifteen (15) months in advance of an
institution’s scheduled reaffirmation, is a document completed by the institution
that demonstrates its judgment of the extent of its compliance with each of
the Core Requirements and Standards. The signatures of the institution’s chief
executive officer and accreditation liaison are required. By signing the document,
these individuals certify that the process of institutional self-assessment has been
thorough, honest, and forthright, and that the information contained in the
document is truthful, accurate, and complete.
2. Quality Enhancement Plan
The Quality Enhancement Plan (QEP), submitted six weeks in advance of the
On-Site Reaffirmation Review Committee, is (1) a topic identified through
ongoing, comprehensive and evaluation processes, (2) has a broad-based support
of institutional constituencies, (3) focuses on improving specific student learning
outcomes and/or student successes, (4) commits resources to initiate, implement
and complete the QEP, and (5) includes a plan to assess achievement. The plan
should be focused and succinct (no more than 75 pages of narrative text and no
more than 25 pages of support documentation or charts, graphs, and tables).

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Review by SACSCOC
1. The Off-Site Reaffirmation Review
The Off-Site Reaffirmation Committee, composed of a chair and normally eight
to ten peer evaluators, serves as an evaluative committee in the reaffirmation
process. The committee meets virtually and reviews Compliance Certifications
of a group of institutions to determine whether each institution is in compliance
with all Core Requirements and Standards (except 7.2). The group of institutions,
called “a cluster,” normally will consist of no more than three institutions similar
in governance and degrees offered. At the conclusion of the review, the Off-Site
Reaffirmation Committee will prepare a separate report for each institution,
recording and explaining its preliminary findings about compliance. The report is
forwarded to the respective institution’s On-Site Reaffirmation Committee.
2. The On-Site Reaffirmation Review
The On-Site Reaffirmation Committee consists of peers and serves as an evaluative
committee in the reaffirmation process. Following review by the Off-Site
Reaffirmation Committee, an On-Site Reaffirmation Committee will conduct
a focused evaluation at the campus to finalize issues of compliance with the
Core Requirements and Standards, evaluate the QEP, and provide consultation
regarding the issues addressed in the QEP. At the conclusion of its visit, the
On-Site Committee will finalize the Report of the Reaffirmation Committee,
a written report of its findings noting areas of noncompliance. The Report of
the Reaffirmation Committee, along with the institution’s response to areas of
noncompliance, is forwarded to the SACSCOC Board of Trustees for review and
action on reaffirmation of accreditation.
3. Review by the SACSCOC Board of Trustees
The Committees on Compliance and Reports (C&R), standing committees
of the SACSCOC Board of Trustees, review reports prepared by evaluation
committees and the institutional responses to those reports. A C&R Committee’s
recommendation regarding an institution’s reaffirmation of accreditation is
forwarded to the Executive Council for review. The Executive Council recommends
action to the full Board of Trustees, which makes the final decision on reaffirmation
and any monitoring activities that it may require of an institution. The full Board
of Trustees convenes twice a year.

The Principles of Accreditation: Foundations for Quality Enhancement 9

Institutional Responsibility For Reporting Substantive Change
SACSCOC accredits the entire institution and all programs and services, wherever
located or however delivered. Accreditation is specific to an institution, is based on
conditions at the time of the most recent evaluation, and is not transferable. When
an accredited institution significantly modifies or expands its scope, or changes
its affiliation, governance, or ownership, a substantive change review is required.
SACSCOC is responsible for evaluating all substantive changes occurring between
an institution’s decennial reviews to ensure the quality of the total institution and to
ensure the public that all aspects of the institution meet defined standards.
A member institution is responsible for following the Substantive Change Policy
and Procedures by notifying or securing approval from SACSCOC, as required, prior
to implementation. If an institution is noncompliant with the policy, its accreditation
may be in jeopardy. Refer to the substantive change policy outlining the types of
substantive change, their respective notification and approval requirements, and their
reporting timelines. If an institution is unclear as to whether a change is substantive, it
should contact SACSCOC staff for consultation.
An applicant or candidate institution may not undergo substantive change prior
to membership.

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SECTION 1: The Principle of Integrity
Institutional integrity is essential to the purpose of higher education. Integrity
functions as the basic covenant defining the relationship between the Southern
Association of Colleges and Schools (SACSCOC) and its member and candidate
institutions. The principle serves as the foundation of a relationship in which all
parties agree to deal honestly and openly with both their constituencies and with one
another.

1. The institution operates with integrity in all matters.

(Integrity) [CR]
(Note: While this principle is not addressed by the institution in its Compliance
Certification or its application for accreditation, failure to adhere to this principle
will lead to the imposition of a sanction, adverse action, or denial of authorization
of a candidate committee.)

SECTION 2: Mission
A clearly defined and comprehensive mission guides the public’s perception of
the nature of the institution. It conveys a sense of the institution’s uniqueness and
identifies the qualities, characteristics and values that define the institution’s role
and distinctiveness within the diverse higher education community. Fundamental
to the structure of an institution’s effectiveness review, the mission reflects a clear
understanding of the institution by its governing board, administration, faculty,
students, staff and all constituents.

1. The institution has a clearly defined, comprehensive, and

published mission specific to the institution and appropriate for
higher education. The mission addresses teaching and learning
and, where applicable, research and public service.
(Institutional mission) [CR]

The Principles of Accreditation: Foundations for Quality Enhancement 11

SECTION 3: Basic Eligibility Standard
SACSCOC accredits degree-granting institutions in the United States and those
operating in select international locations. To gain or maintain accreditation
with SACSCOC, an institution is a continuously functioning organization
legally authorized to grant degrees and other academic credentials, and is able to
demonstrate compliance with SACSCOC standards and policies.

1. An institution seeking to gain or maintain accredited status

a. has degree-granting authority from the appropriate
government agency or agencies. (Degree-granting authority)
[CR]
b. offers all course work required for at least one degree program
at each level at which it awards degrees. (For exceptions,
see SACSCOC policy “Documenting an Alternative Approach.”)
(Coursework for degrees) [CR]
c. is in operation and has students enrolled in degree programs.
(Continuous operation) [CR]

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SECTION 4: Governing Board
The institution’s governing board holds in trust the fundamental autonomy and
ultimate well-being of the institution. As the corporate body, the board ensures
both the presence of viable leadership and strong financial resources to fulfill the
institutional mission. Integral to strong governance is the absence of undue influence
from external sources.

1. The institution has a governing board of at least five members

that:
(a) is the legal body with specific authority over the institution.
(b) exercises fiduciary oversight of the institution.
(c) ensures that both the presiding officer of the board and a
majority of other voting members of the board are free of
any contractual, employment, personal, or familial financial
interest in the institution.
(d) is not controlled by a minority of board members or by
organizations or institutions separate from it.
(e) is not presided over by the chief executive officer of the
institution.
(Governing board characteristics) [CR]

2. The governing board

a. ensures the regular review of the institution’s mission. (Mission
review)
b. ensures a clear and appropriate distinction between the policy-
making function of the board and the respective responsibilities
of the administration and faculty to administer and implement
policy. (Board/administrative distinction and shared governance)
c. selects and regularly evaluates the institution’s chief executive
officer. (CEO evaluation/selection)

The Principles of Accreditation: Foundations for Quality Enhancement 13

 d. defines and addresses potential conflict of interest for its
members. (Conflict of interest)
e. has appropriate and fair processes for the dismissal of a board
member. (Board dismissal)
f. protects the institution from undue influence by external persons
or bodies. (External influence)
g. defines its responsibilities and regularly evaluates its effectiveness.
(Board self-evaluation)

3. If an institution’s governing board does not retain sole legal

authority and operating control in a multiple-level governance
system, then the institution clearly defines that authority and
control for the following areas within its governance structure: (a)
institution’s mission, (b) fiscal stability of the institution, and (c)
institutional policy. (Multi-level governance)

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SECTION 5: Administration and Organization
The institution’s chief executive officer has ultimate responsibility for priorities and
initiatives that advance its board-approved mission, goals, and priorities. The chief
executive officer oversees an organizational structure that includes key academic and
administrative officers and decision makers with credentials appropriate to their
respective responsibilities.

1. The institution has a chief executive officer whose primary

responsibility is to the institution. (Chief executive officer) [CR]

2. The chief executive officer has ultimate responsibility for, and

exercises appropriate control over the following:
a. the institution’s educational, administrative, and fiscal programs
and services. (CEO control)
b. the institution’s intercollegiate athletics program.
(Control of intercollegiate athletics)
c. the institution’s fund-raising activities.
(Control of fund-raising activities)

3. For any entity organized separately from the institution and formed
primarily for the purpose of supporting the institution or its
programs:
(a) The legal authority and operating control of the institution is
clearly defined with respect to that entity.
(b) The relationship of that entity to the institution and the
extent of any liability arising from that relationship are clearly
described in a formal, written manner.
(c) The institution demonstrates that (1) the chief executive officer
controls any fund-raising activities of that entity or (2) the
fund-raising activities of that entity are defined in a formal,
written manner which assures that those activities further the
mission of the institution. (Institution-related entities)

The Principles of Accreditation: Foundations for Quality Enhancement 15

4. The institution employs and regularly evaluates administrative and
academic officers with appropriate experience and qualifications to
lead the institution. (Qualified administrative/academic officers)

5. The institution publishes and implements policies regarding the

appointment, employment, and regular evaluation of non-faculty
personnel. (Personnel appointment and evaluation)

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SECTION 6: Faculty
Qualified, effective faculty members are essential to carry out the mission of the
institution and to ensure the quality and integrity of its academic program. The
tradition of shared governance within American higher education recognizes the
importance of both faculty and administrative involvement in the approval of
educational programs. Because student learning is central to the institution’s mission
and educational degrees, the faculty has responsibility for directing the learning
enterprise including overseeing and coordinating educational programs to ensure that
each contains essential curricular components, has appropriate content and pedagogy,
and maintains discipline currency.
Achievement of the institution’s mission with respect to teaching, research, and
service requires a critical mass of full-time qualified faculty to provide direction and
oversight of the academic programs. Due to this significant role, it is imperative that
an effective system of evaluation be in place for all faculty members that takes into
account the institution’s obligations to foster intellectual freedom of faculty to teach,
serve, research, and publish.

1. The institution employs a sufficient number of full-time faculty

members to support the mission and goals of the institution.
(Full-time faculty) [CR]

2. For each of its educational programs, the institution

a. justifies and documents the qualifications of its faculty
members.(Faculty qualifications)
b. employs a sufficient number of full-time faculty members to
ensure curriculum and program quality, integrity, and review.
(Program faculty)
c. assigns appropriate responsibility for program coordination.
(Program coordination)

3. The institution publishes and implements policies regarding the

appointment, employment, and regular evaluation of faculty
members, regardless of contract or tenure status.
(Faculty employment and evaluation)

The Principles of Accreditation: Foundations for Quality Enhancement 17

4. The institution publishes and implements appropriate policies and
procedures for preserving and protecting academic freedom.
(Academic freedom)

5. The institution provides ongoing professional development

opportunities for faculty members as teachers, scholars, and
practitioners, consistent with the institutional mission.
(Faculty development)

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SECTION 7: Institutional Planning and Effectiveness
Effective institutions demonstrate a commitment to the principles of continuous
improvement. These principles are based on a systematic and documented process
of assessing institutional performance with respect to mission in all aspects of the
institution. An institutional planning and effectiveness process involves all programs,
services and constituencies; is linked to the decision-making process at all levels; and
provides a sound basis for budgetary decisions and resource allocations.
The Quality Enhancement Plan (QEP) is an integral component of the
reaffirmation of accreditation process and is derived from an institution’s ongoing
comprehensive planning and evaluation processes. It reflects and affirms a
commitment to enhance overall institutional quality and effectiveness by focusing on
an issue the institution considers important to improving student learning outcomes
and/or student success.

1. The institution engages in ongoing, comprehensive, and

integrated research-based planning and evaluation processes
that (a) focus on institutional quality and effectiveness and
(b) incorporate a systematic review of institutional goals and
outcomes consistent with its mission. (Institutional Planning) [CR]

2. The institution has a Quality Enhancement Plan that (a) has a

topic identified through its ongoing, comprehensive planning and
evaluation processes; (b) has broad-based support of institutional
constituencies; (c) focuses on improving specific student learning
outcomes and/or student success; (d) commits resources to initiate,
implement and complete the QEP; and (e) includes a plan to assess
achievement. (Quality Enhancement Plan)

3. The institution identifies expected outcomes of its administrative

support services and demonstrates the extent to which the outcomes
are achieved. (Administrative effectiveness)

The Principles of Accreditation: Foundations for Quality Enhancement 19

SECTION 8: Student Achievement
Student learning and student success are at the core of the mission of all institutions
of higher learning. Effective institutions focus on the design and improvement of
educational experiences to enhance student learning and support student learning
outcomes for its educational programs. To meet the goals of educational programs,
an institution provides appropriate academic and student services to support student
success.

1. The institution identifies, evaluates, and publishes goals and

outcomes for student achievement appropriate to the institution’s
mission, the nature of the students it serves, and the kinds of
programs offered. The institution uses multiple measures to
document student success. (Student achievement) [CR]

2. The institution identifies expected outcomes, assesses the extent to

which it achieves these outcomes, and provides evidence of seeking
improvement based on analysis of the results in the areas below:
a. student learning outcomes for each of its educational programs.
(Student outcomes: educational programs)
b. student learning outcomes for collegiate-level general education
competencies of its undergraduate degree programs.
(Student outcomes: general education)
c. academic and student services that support student success.
(Student outcomes: academic and student services)

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SECTION 9: Educational Program Structure
and Content
Collegiate-level educational programs emphasize both breadth and depth of student
learning. The structure and content of a program challenges students to integrate
knowledge and develop skills of analysis and inquiry.
General education is an integral component of an undergraduate degree program
through which students encounter the basic content and methodology of the
principle areas of knowledge. Undergraduate and graduate degrees develop advanced
expertise in an integrated understanding of one or more academic disciplines or
concentrations.
The institution is responsible for the delivery of an appropriate portion of the
academic experiences applicable to the degrees or credentials awarded.

1. Educational programs (a) embody a coherent course of study,

(b) are compatible with the stated mission and goals of the
institution, and (c) are based upon fields of study appropriate to
higher education. (Program content) [CR]

2. The institution offers one or more degree programs based on at

least 60 semester credit hours or the equivalent at the associate
level; at least 120 semester credit hours or the equivalent at the
baccalaureate level; or at least 30 semester credit hours or the
equivalent at the post-baccalaureate, graduate, or professional
level. The institution provides an explanation of equivalencies
when using units other than semester credit hours. The institution
provides an appropriate justification for all degree programs and
combined degree programs that include fewer than the required
number of semester credit hours or its equivalent unit.
(Program length) [CR]

3. The institution requires a general education component at the

undergraduate level that:
(a) is based on a coherent rationale.

The Principles of Accreditation: Foundations for Quality Enhancement 21

 (b) is a substantial component of each undergraduate degree
program. For degree completion in associate programs, the
component constitutes a minimum of 15 semester hours or
the equivalent; for baccalaureate programs, a minimum of 30
semester hours or the equivalent.
(c) ensures breadth of knowledge. These credit hours include at
least one course from each of the following areas: humanities/
fine arts, social/behavioral sciences, and natural science/
mathematics. These courses do not narrowly focus on those
skills, techniques, and procedures specific to a particular
occupation or profession.
(General education requirements) [CR]

4. At least 25 percent of the credit hours required for an undergraduate

degree are earned through instruction offered by the institution
awarding the degree. (Institutional credits for an undergraduate
degree)

5. At least one-third of the credit hours required for a graduate

or a post-baccalaureate professional degree are earned through
instruction offered by the institution awarding the degree.
(Institutional credits for a graduate/professional degree)

6. Post-baccalaureate professional degree programs and graduate

degree programs are progressively more advanced in academic
content than undergraduate programs, and are structured (a) to
include knowledge of the literature of the discipline and (b) to
ensure engagement in research and/or appropriate professional
practice and training. (Post-baccalaureate rigor and curriculum)

7. The institution publishes requirements for its undergraduate,

graduate, and post-baccalaureate professional programs, as
applicable. The requirements conform to commonly accepted
standards and practices for degree programs.
(Program requirements)

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SECTION 10: Educational Policies, Procedures,
and Practices
Effective academic policies related to an institution’s educational programs are
development in concert with appropriate input and participation of the constituencies
affected by the policies, conform with commonly accepted practices and policies in
higher education, accurately portray the institution’s programs and services, and are
disseminated to those benefiting from such practices. These academic policies lead
to a teaching and learning environment that enhances the achievement of student
outcomes and success.
To advance learning, all coursework taken for academic credit has rigor,
substance, and standards connected to established learning outcomes. To protect
the integrity of degrees offered, the institution is responsible for the quality of all
coursework transcripted as if it were credit earned from the institution.

1. The institution publishes, implements, and disseminates academic

policies that adhere to principles of good educational practice
and that accurately represent the programs and services of the
institution. (Academic policies)

2. The institution makes available to students and the public current

academic calendars, grading policies, cost of attendance, and refund
policies. (Public information)

3. The institution ensures the availability of archived official catalogs,

digital or print, with relevant information for course and degree
requirements sufficient to serve former and returning students.
(Archived information)

4. The institution (a) publishes and implements policies on the

authority of faculty in academic and governance matters, (b)
demonstrates that educational programs for which academic
credit is awarded are approved consistent with institutional policy,
and (c) places primary responsibility for the content, quality, and
effectiveness of the curriculum with its faculty.
(Academic governance)

The Principles of Accreditation: Foundations for Quality Enhancement 23

5. The institution: (a) publishes admissions policies consistent with its
mission; (b) ensures that its recruitment materials and presentations
accurately represent the institution’s practices, policies, and
accreditation status;and (c) ensures that independent contractors
or agents used for recruiting purposes and for admission activities
are governed by the same principles and policies as institutional
employees. (Admissions policies and practices)

6. An institution that offers distance or correspondence education:

(a) ensures that the student who registers in a distance or
correspondence education course or program is the same
student who participates in and completes the course or
program and receives the credit.
(b) has a written procedure for protecting the privacy of students
enrolled in distance and correspondence education courses or
programs.
(c) ensures that students are notified in writing at the time of
registration or enrollment of any projected additional student
charges associated with verification of student identity.
(Distance and correspondence education)

7. The institution publishes and implements policies for determining

the amount and level of credit awarded for its courses, regardless
of format or mode of delivery. These policies require oversight by
persons academically qualified to make the necessary judgments.
In educational programs not based on credit hours (e.g., direct
assessment programs), the institution has a sound means for
determining credit equivalencies. (Policies for awarding credit)

8. The institution publishes policies for evaluating, awarding and

accepting credit not originating from the institution. The institution
ensures (a) the academic quality of any credit or coursework
recorded on its transcript, (b) an approval process with oversight

24
 by persons academically qualified to make the necessary judgments,
and (c) the credit awarded is comparable to a designated credit
experience and is consistent with the institution’s mission.
(Evaluating and awarding external academic credit)

9. The institution ensures the quality and integrity of the work

recorded when an institution transcripts courses or credits as its
own when offered through a cooperative academic arrangement.
The institution maintains formal agreements between the parties
involved, and the institution regularly evaluates such agreements.
(Cooperative academic arrangements)

The Principles of Accreditation: Foundations for Quality Enhancement 25

SECTION 11: Library and Learning/Information
Resources
To provide adequate support for the institution’s curriculum and mission, an
institution’s students, faculty, and staff have access to appropriate collections, services,
and other library-related resources that support all educational, research, and public
service programs wherever they are offered and at the appropriate degree level. The
levels and types of educational programs offered determine the nature and extent of
library and learning resources needed to support the full range of the institution’s
academic programs. Qualified, effective staff are essential to carrying out the goals of a
library/learning resource center and the mission of the institution, and to contributing
to the quality and integrity of academic programs.

1. The institution provides adequate and appropriate library and

learning/information resources, services, and support for its
mission. (Library and learning/information resources) [CR]

2. The institution ensures an adequate number of professional and

other staff with appropriate education or experiences in library and/
or other learning/information resources to accomplish the mission
of the institution. (Library and learning/information staff)

3. The institution provides (a) student and faculty access and user
privileges to its library services and (b) access to regular and timely
instruction in the use of the library and other learning/information
resources. (Library and learning/information access)

26
SECTION 12: Academic and Student
Support Services
Student success is significantly affected by the learning environment. An effective
institution provides appropriate academic and student support programs and services,
consistent with the institution’s mission, that enhance the educational and personal
development experience(s) of students at all levels; contribute to the achievement
of teaching and learning outcomes; ensure student success in meeting the goals of
the educational programs; and provide an appropriate range of support services
and programs to students at all locations. Qualified and effective faculty and staff
are essential to implementing the institution’s goals and mission and to ensuring the
quality and integrity of its academic and student support programs and services. An
effective institution has policies and procedures that support a stimulating and safe
learning environment..

1. The institution provides appropriate academic and student

support programs, services, and activities consistent with its
mission. (Student support services) [CR]

2. The institution ensures an adequate number of academic and

student support services staff with appropriate education or
experience in student support service areas to accomplish the
mission of the institution. (Student support services staff)

3. The institution publishes clear and appropriate statement(s) of

student rights and responsibilities and disseminates the statement(s)
to the campus community. (Student rights)

4. The institution (a) publishes appropriate and clear procedures for

addressing written student complaints, (b) demonstrates that it
follows the procedures when resolving them, and (c) maintains a
record of student complaints that can be accessed upon request by
SACSCOC. (Student complaints)

The Principles of Accreditation: Foundations for Quality Enhancement 27

5. The institution protects the security, confidentiality, and integrity
of its student records and maintains security measures to protect
and back up data. The institution also ensures that independent
contractors or agents that have access to or maintain student records
are governed by the same principles and policies as institutional
employees. (Student records)

6. The institution provides information and guidance to help student

borrowers understand how to manage their debt and repay their
loans. (Student debt and financial literacy)

28
Section 13: Financial and Physical Resources
Although missions vary among institutions, both a sound financial base and a
pattern of financial stability provide the foundation for accomplishing an institution’s
mission. Adequate financial resources allow for deliberate consideration of the
effective use of institutional resources to fulfill that mission. Adequate physical
resources are essential to the educational environment and include facilities that are
safe and appropriate for the scope of the institution’s programs and services. It is
reasonable that the general public, governmental entities, and current and prospective
students expect sufficient financial and physical resources necessary to sustain and
fulfill the institution’s mission.

1. The institution has sound financial resources and a demonstrated,

stable financial base to support the mission of the institution and
the scope of its programs and services. (Financial resources) [CR]

2. The member institution provides the following financial

statements:
(a) an institutional audit (or Standard Review Report issued in
accordance with Statements on Standards for Accounting and
Review Services issued by the AICPA for those institutions
audited as part of a system wide or statewide audit) for the
most recent fiscal year prepared by an independent certified
public accountant and/or an appropriate governmental
auditing agency employing the appropriate audit (or Standard
Review Report) guide.
(b) a statement of financial position of unrestricted net assets
(without donor restrictions), exclusive of plant assets
and plant-related debt, which represents the change in
unrestricted net assets attributable to operations for the most
recent year.

The Principles of Accreditation: Foundations for Quality Enhancement 29

 (c) an annual budget that is preceded by sound planning, is
subject to sound fiscal procedures, and is approved by the
governing board.

For applicant and candidate institutions, including an applicant

seeking separate accreditation from a current SACSCOC-accredited
institution, the institution provides the financial information,
including audit requirements, specified in the SACSCOC’s policy
entitled Accreditation Procedures for Applicant Institutions.

(Financial documents) [CR]

3. The institution manages its financial resources and operates in a

fiscally responsible manner. (Financial responsibility)

4. The institution exercises appropriate control over all its financial

resources. (Control of finances)

5. The institution maintains financial control over externally funded or

sponsored research and programs.
(Control of sponsored research/external funds)

6. The institution (a) is in compliance with its program responsibilities

under Title IV of the most recent Higher Education Act as amended
and (b) audits financial aid programs as required by federal and
state regulations. In reviewing the institution’s compliance with
these program responsibilities under Title IV, SACSCOC relies
on documentation forwarded to it by the U. S. Department of
Education. (Federal and state responsibilities)

7. The institution ensures adequate physical facilities and resources,

both on and off campus, that appropriately serve the needs of the
institution’s educational programs, support services, and other
mission-related activities. (Physical resources)

30
8. The institution takes reasonable steps to provide a healthy, safe, and
secure environment for all members of the campus community.
(Institutional environment)

The Principles of Accreditation: Foundations for Quality Enhancement 31

SECTION 14: Transparency and Institutional
Representation
An institution is responsible for representing accurately to the public its status and
relationship with SACSCOC; reporting accurately to the public its status with state
of the federal government if receiving funding from either or both; maintaining
openness in all accreditation-related activities; ensuring the availability of institutional
policies to students and the public; and publishing appropriate information with
respect to student achievement. SACSCOC’s philosophy of accreditation precludes
removal from or denial of membership or candidacy to a degree-granting institution
of higher education on any ground other than an institution’s failure to meet the
standards of the membership as determined by the professional judgment of peer
reviewers, or failure to comply with SACSCOC’s policies and procedures.

1. The institution (a) accurately represents its accreditation status and

publishes the name, address, telephone number, and website address
of SACSCOC in accordance with SACSCOC’s requirements and
federal policy and (b) ensures all its branch campuses include the
name of that institution and make it clear that their accreditation is
dependent on the continued accreditation of the parent campus.
(Publication of accreditation status)

2. The institution has a policy and procedure to ensure that all

substantive changes are reported in accordance with SACSCOC’s
policy. (Substantive change)

3. The institution applies all appropriate standards and policies to

its distance learning programs, branch campuses, and off-campus
instructional sites. (Comprehensive institutional reviews)

4. The institution (a) represents itself accurately to all U.S. Department

of Education recognized accrediting agencies with which it holds
accreditation and (b) informs those agencies of any change of
accreditation status, including the imposition of public sanctions.
(See SACSCOC’s policy “Accrediting Decisions of Other Agencies.”)
(Representation to other agencies)

32
5. The institution complies with SACSCOC’s policy statements that
pertain to new or additional institutional obligations that may
arise that are not part of the standards in the current Principles of
Accreditation. (Policy compliance)
(Note: For applicable policies, institutions should refer to the SACSCOC website
[http:/www.sacscoc.org])

The Principles of Accreditation: Foundations for Quality Enhancement 33

SACSCOC Policies
Definition: A policy is a required course of action to be followed by the Southern
Association of Colleges and Schools Commission on Colleges (SACSCOC) or its
member or candidate institutions. SACSCOC policies may also include procedures,
which are likewise a required course of action to be followed by SACSCOC or its
member or candidate institutions. The Principles of Accreditation require that an
institution comply with the policies and procedures of SACSCOC. Policies are
approved by vote of the SACSCOC Board of Trustees. At its discretion, the Board may
choose to forward a policy to the College Delegate Assembly for approval. Examples
of policy topics include substantive changes, standing rules, procedures for applicant
institutions, special committee procedures, sanctions and adverse actions, or appeals
procedures. All policies are available on the SACSCOC website (www.sacscoc.org).
SACSCOC maintains currency on the website and reserves the right to add, modify, or
delete any of the policies listed.

SACSCOC Guidelines
Definition: A guideline is an advisory statement designed to assist institutions in
fulfilling accreditation requirements. As such, guidelines describe recommended
educational practices for documenting requirements of the Principles of Accreditation
and are approved by the Executive Council of the SACSCOC Board of Trustees. The
guidelines are examples of commonly accepted practices that constitute compliance
with the standard. Depending on the nature and mission of the institution, however,
other approaches may be more appropriate and also provide evidence of compliance.
Examples of guideline topics include advertising, student recruitment, contractual
relationships, travel and committee visits, or faculty credentials. All guidelines are
available on the SACSCOC website (www.sacscoc.org). SACSCOC maintains currency
on the website and reserves the right to add, modify, or delete any of the guidelines
listed.

SACSCOC Good Practices

Definition: Good practices are commonly-accepted practices within the higher
education community, which enhance institutional quality. Good practices may be
formulated by outside agencies and organizations and endorsed by the Executive
Council of the SACSCOC Board of Trustees or the Board itself. Good practice
documents are available on the SACSCOC website (www.sacscoc.org). SACSCOC
maintains currency on the website and reserves the right to add, modify, or delete any
of the good practices listed.

34
SACSCOC Position Statements
Definition: A position statement examines an issue facing the SACSCOC membership,
describes appropriate approaches, and states the SACSCOC stance on the issue. It
is endorsed by the Executive Council of the SACSCOC Board of Trustees or the
SACSCOC Board of Trustees. Position statements are available on the SACSCOC
website (www.sacscoc.org). SACSCOC maintains currency on the website and reserves
the right to add, modify, or delete any of the position statements listed.

The Principles of Accreditation: Foundations for Quality Enhancement 35

Southern Association of Colleges and Schools
Commission on Colleges

1866 Southern Lane

Decatur, GA 30033-4097
404-679-4500 (Ph)
404-679-4558 (Fx)
www.sacscoc.org