SECTION 2: Core Requirements
Core Requirements are basic, broad-based, foundational requirements that an institution must meet to be accredited
with the Commission on Colleges. They establish a threshold of development required of an institution seeking
initial or continued accreditation by the Commission and reflect the Commission’s basic expectations of candidate
and member institutions. Compliance with the Core Requirements is not sufficient to warrant accreditation or
reaffirmation of accreditation. Accredited institutions must also demonstrate compliance with the Comprehensive
Standards and the Federal Requirements of the
Principles, and with the policies of the Commission.
An applicant institution seeking candidacy is required to document compliance with Core Requirements 2.1 – 2.11;
Comprehensive Standards 3.3.1, 3.5.1, and 3.7.1; and Federal Requirements 4.1 – 4.7 to be authorized a Candidacy
Committee or to be awarded candidacy or candidacy renewal. An applicant/candidate institution is not required to
document compliance with Core Requirement 2.12 until it undergoes its first review for reaffirmation following
initial accreditation.
(See Commission policy “Accreditation Procedures for Applicant Institutions.”)
An accredited institution is required to document compliance with all Core Requirements, including Core Requirement
2.12, before it can be reaffirmed. If an institution fails to document compliance, the Commission will place the
institution on sanction or take adverse action.
(See Commission policy “Sanctions, Denial of Reaffirmation, and
Removal from Membership.”)
Core Requirement 2.12 requires an institution to develop an acceptable Quality Enhancement Plan (QEP). Engaging the
wider academic community, the QEP is based upon a comprehensive and thorough analysis of the effectiveness of the
learning environment for supporting student learning and accomplishing the mission of the institution.
Implicit in every Core Requirement mandating a policy or procedure is the expectation that the policy or procedure
is in writing and has been approved through appropriate institutional processes, published in appropriate
institutional documents accessible to those affected by the policy or procedure, and implemented and enforced by the
institution.
| 2.1 |
The institution has degree-granting authority from the appropriate government agency or
agencies. (Degree-granting Authority)
Current Compliance Response
Source: Substantive Change Prospectus South Austin Campus 2006
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| 2.2 |
The institution has a governing board of at least five members that is the legal body with specific
authority over the institution. The board is an active policy-making body for the institution and is
ultimately responsible for ensuring that the financial resources of the institution are adequate to
provide a sound educational program. The board is not controlled by a minority of board members or by
organizations or interests separate from it. Both the presiding officer of the board and a majority of
other voting members of the board are free of any contractual, employment, or personal or familial
financial interest in the institution.
A military institution authorized and operated by the federal government to award degrees has a public
board on which both the presiding officer and a majority of the other members are neither civilian
employees of the military nor active/retired military. The board has broad and significant influence
upon the institution’s programs and operations, plays an active role in policy-making, and ensures that
the financial resources of the institution are used to provide a sound educational program. The board is
not controlled by a minority of board members or by organizations or interests separate from the board
except as specified by the authorizing legislation. Both the presiding officer of the board and a
majority of other voting board members are free of any contractual, employment, or personal or familial
financial interest in the institution. (Governing Board)
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| 2.3 |
The institution has a chief executive officer whose primary responsibility is to the
institution and who is not the presiding officer of the board. (Chief Executive Officer) (See
Commission policy “Core Requirement 2.3: Documenting an Alternate Approach.”)
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| 2.4 |
The institution has a clearly defined, comprehensive, and published mission statement that
is specific to the institution and appropriate for higher education. The mission addresses teaching and
learning and, where applicable, research and public service. (Institutional Mission)
Current Compliance Response
Source: Substantive Change Prospectus South Austin Campus 2006
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| 2.5 |
The institution engages in ongoing, integrated, and institution-wide research-based planning
and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and
outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the
institution is effectively accomplishing its mission. (Institutional Effectiveness)
Current Compliance Response
Source: Substantive Change Prospectus South Austin Campus 2006
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| 2.6 |
The institution is in operation and has students enrolled in degree programs.
(Continuous Operation)
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| 2.7 |
| 2.7.1 |
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. If an institution uses a unit other than semester
credit hours, it provides an explanation for the equivalency. The institution also provides a
justification for all degrees that include fewer than the required number of semester credit hours or
its equivalent unit. (Program Length)
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| 2.7.2 |
The institution offers degree programs that embody a coherent course of study that is
compatible with its stated mission and is based upon fields of study appropriate to higher education.
(Program Content)
Current Compliance Response
Source: Substantive Change Prospectus South Austin Campus 2006
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| 2.7.3 |
In each undergraduate degree program, the institution requires the successful completion of
a general education component at the collegiate level that (1) is a substantial component of each
undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. 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. These credit
hours are to be drawn from and include at least one course from each of the following areas:
humanities/fine arts, social/behavioral sciences, and natural science/mathematics. The courses do not
narrowly focus on those skills, techniques, and procedures specific to a particular occupation or
profession. If an institution uses a unit other than semester credit hours, it provides an explanation
for the equivalency. The institution also provides a justification if it allows for fewer than the
required number of semester credit hours or its equivalent unit of general education courses.
(General Education)
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| 2.7.4 |
The institution provides instruction for all course work required for at least one degree
program at each level at which it awards degrees. If the institution does not provide instruction for
all such course work and (1) makes arrangements for some instruction to be provided by other accredited
institutions or entities through contracts or consortia or (2) uses some other alternative approach to
meeting this requirement, the alternative approach must be approved by the Commission on Colleges. In
both cases, the institution demonstrates that it controls all aspects of its educational program.
(See Commission policy “Core Requirement 2.7.4: Documenting an Alternate Approach.”) (Course
work for Degrees)
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| 2.8 |
The number of full-time faculty members is adequate to support the mission of the institution and
to ensure the quality and integrity of its academic programs.
Upon application for candidacy, an applicant institution demonstrates that it meets the comprehensive standard
for faculty qualifications. (Faculty)
Current Compliance Response
Source: 5th Year Interim Report 2008
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| 2.9 |
The institution, through ownership or formal arrangements or agreements, provides and
supports student and faculty access and user privileges to adequate library collections and services and
to other learning/information resources consistent with the degrees offered. Collections, resources,
and services are sufficient to support all its educational, research, and public service programs.
(Learning Resources and Services)
Current Compliance Response (5th Year Interim Report 2008)
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| 2.10 |
The institution provides student support programs, services, and activities consistent with
its mission that promote student learning and enhance the development of its students. (Student Support
Services)
Current Compliance Response (5th Year Interim Report 2008)
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| 2.11 |
| 2.11.1 |
The institution has a sound financial base and demonstrated financial stability to support
the mission of the institution and the scope of its programs and services.
The member institution provides the following financial statements: (1) 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 systemwide or statewide audit)
and written institutional management letter 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; (2) a statement of financial position of unrestricted net
assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted
net assets attributable to operations for the most recent year; and (3) an annual budget that is
preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing
board. Audit requirements for applicant institutions may be found in the Commission policy
“Accreditation Procedures for Applicant Institutions.” (Financial Resources)
Current Compliance Response
(Substantive Change Prospectus South Austin Campus 2006)
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| 2.11.2 |
The institution has adequate physical resources to support the mission of the institution
and the scope of its programs and services. (Physical Resources)
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| 2.12 |
The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes
a broad-based institutional process identifying key issues emerging from institutional assessment, (2)
focuses on learning outcomes and/or the environment supporting student learning and accomplishing the
mission of the institution, (3) demonstrates institutional capability for the initiation, implementation,
and completion of the QEP, (4) includes broad-based involvement of institutional constituencies in the
development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess
their achievement. (Quality Enhancement Plan)
(Note: This requirement is not addressed by the institution in its Compliance Certification.)
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Please direct questions concerning Accreditation to
Roslyn Wallace
in the
Office of Institutional Effectiveness and Accountability
at (512) 223-7585.
