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The Change Leader has helped colleges and universities nationally and internationally overcome their unique challenges in accreditation compliance, board governance, shared governance, strategic planning, and transformation, among other areas.
These case studies highlight real results from our work with institutions facing accreditation sanctions, governance concerns, leadership challenges, and financial pressures.
Our clients have achieved measurable outcomes, including accreditation sanctions removed ahead of schedule, enrollment growth of 6-15%, financial turnarounds from multi-million dollar losses to surplus, and strengthened governance structures that improve institutional effectiveness.
Explore the case studies below to see how we’ve partnered with community colleges, universities, and specialized institutions to navigate complex higher education challenges and achieve sustainable success.
Sample Board Governance Projects
Overcoming Accreditation Sanctions for Board Governance and Operational Integrity
A mid-sized Western Association of Schools and Colleges (WASC) Senior College and University Commission (WSCUC) accredited university was placed on accreditation probation two times in succession. The sanctions stemmed from a failure to meet the board independence and integrity requirements outlined in the WSCUC Standards of Accreditation.
The Change Leader conducted an assessment of the issues and began advising the institution on how to work with the accreditor, including remedying the issues and appealing the probation ruling.
We simultaneously undertook a number of initiatives designed to strengthen board governance, including conducting a board performance quantitative assessment, interviewing all board members, and conducting a board skills matrix assessment to align board membership with university strategic goals and objectives. Additionally, once we had the results of the quantitative and qualitative assessments, we developed tailored training for the board in multiple areas, including board leadership and fiduciary duties.
Results. The board became more independent and made significant changes to its operating and recruiting processes.
Bonus. During the Special Visiting Team visit, the Team awarded the institution six commendations and one recommendation, that being “keep doing what you are doing,” the accreditor removing the institution from probation one year earlier than expected.
Overcoming Accreditation Sanction through Improved Board Governance
A large (10,000 student) community college was placed on sanction by its accreditor because it was deemed out of compliance with its standard for governance, leadership, and administration, and was required to send in a monitoring report that demonstrates “evidence that the institution has achieved and can sustain ongoing compliance with Standard VII, including but not limited to:
- A governance structure that allows it to realize its stated mission and goals in a way that benefits the institution, its students, and the constituencies it serves
- A governing body that provides oversight at the policy level and is informed in all its operations by principles of good practice in board governance (Standard VII)
- A governing board that appoints and regularly evaluates the Chief Executive Officer (Standard VII)
- Periodic assessment of the effectiveness of governance, leadership, and administration.
The Change Leader conducted an in-depth governance documentation review, including all board governance documents, to understand how its governance processes are designed to work. Once that was completed, administered its proprietary quantitative and qualitative to assess how the institution’s governance practices actually worked (or didn’t work).
Following those results, The Change Leader conducted a formal board training that addressed those areas the accreditor found to be out of compliance and those indicated as needing improvement based on the board assessments. Specifically, we trained the board on their fiduciary duties, and the differences between board oversight (the role of the board) and operations (the role of administration).
Results. The board improved its understanding and application of trustees’ fiduciary duties, as well as enhanced its understanding of the differences between oversight and operations. This resulted in the accreditor removing sanctions six months later.
Updating Board Operations and Governance Documentation
A large research consortium located in North Carolina was facing significant challenges in terms of board engagement and effectiveness as a result of its bylaws and governance processes not being reviewed and revised since its inception (50 years ago). Recognizing the critical importance of strong governance, the organization sought the guidance of The Change Leader to help address these issues and revitalize its board practices.
TCL conducted a board assessment and interviews with all trustees and went about revising its governance documentation and processes, including rewriting its bylaws and committee charters.
Results. Quoting from the testimonial letter that TCL received from the board chair:
From the moment we engaged your services, it became evident that we had made the right decision.
Your team’s comprehensive understanding of board governance frameworks, best practices, and industry trends was truly impressive. The insights and recommendations you provided were tailored to our unique needs and context, enabling us to implement meaningful changes and enhance our overall governance structure. Your guidance will not only improve our board’s effectiveness but also transform the way we approach strategic decision-making.
I want to highlight the professionalism and commitment demonstrated by your consultants throughout the project. From the initial assessment to the final deliverables, TCL consultants exhibited a high level of expertise, attention to detail, and responsiveness. You took the time to understand our organizational culture, challenges, and goals, allowing for a collaborative approach that fostered trust and transparency. The clear communication and regular updates ensured that our leadership team was well-informed and involved at every stage of the process.
Moreover, the deliverables we received were of exceptional quality, exceeding our expectations. The comprehensive board governance assessment, along with the new bylaws, committee charters, and other board policies, will serve as an invaluable roadmap for our governance transformation journey. The explanations and insights provided by your consultants were engaging, interactive, and well-received by our board members, resulting in a significant shift in their understanding and commitment to effective governance.
The impact of your consulting services on our organization has been and will be remarkable. We have witnessed a tangible improvement in board dynamics, decision-making processes, and stakeholder engagement. The renewed focus on accountability, transparency, and strategic alignment has led to increased board effectiveness and ultimately, will improve organizational performance. Your guidance has undoubtedly played a vital role in shaping our governance practices for long-term success.
In conclusion, I would like to express my deepest gratitude to you and Brit for the exceptional board governance consulting services provided to our organization. Your expertise, professionalism, and commitment to excellence have truly made a significant difference. I have no hesitation in recommending your firm to other organizations seeking to enhance their governance practices and achieve sustainable success.
Thank you once again for your invaluable contribution to our organization. I look forward to the opportunity to work with your firm again in the future.
Sample Accreditation Projects
Overcoming Accreditation Sanctions for Leadership and Culture
A mid-sized WSCUC-accredited Christian university was placed on accreditation probation two times in succession due to a lack of board independence, operational integrity, leadership, and culture issues.
The Change Leader conducted an assessment of the issues and began advising the institution on how to work with the accreditor, including remedying the issues and appealing the probation ruling.
We simultaneously undertook a number of initiatives designed to strengthen board and institutional culture, including an in-depth debrief of a culture survey the institution had embarked on. We also had significant conversations with the board chair and president, which resulted in improved institutional culture and leadership.
Results. The university’s culture turned around to where faculty, employees, and students felt it was a great place to go to work and school, and significant leadership changes were made. Additionally, accreditor sanctions were removed one year early, and enrollment increased by 6%.
Bonus. During the Special Visiting Team visit, the Team awarded the institutions six commendations and one recommendation, that being “keep doing what you are doing.” This resulted in the accreditor removing the probation sanction one year earlier than expected, and total enrollment increased by 6% during the COVID era.
Initial Accreditation
A small graduate school had been accredited by the State of New York but learned that the State would no longer accredit higher education institutions, forcing it to seek accreditation elsewhere. The institution began the process with their local regional accreditor, but after the accreditor had delayed the process by two years, the institution shifted its focus to become accredited by a regional accreditor from a different part of the country.
As the academic affairs team began working on the self-study, they found multiple areas that needed clarification and has reached out to The Change Leader for assistance in interpreting the accreditor’s standards.
With the due date for the self-study just seven weeks away, the institution brought TCL in help them compile the self-study with its evidence. We them rewrite their self-study, ensured alignment with their evidence, and conducted mock interviews with the board, administration, and faculty to ensure that they were ready for the visiting team visit.
Results. The institution received their initial accreditation from the accreditor with a 7-year window.
Program Assessment and Program Review
A university had submitted its self-study to their accreditor as part of their initial accreditation, but it became apparent while doing mock interviews that the institution had not conducted any program assessment or program review activities for the past 10 years. With the site visit merely three weeks away, and the site visiting team requesting the institution’s curriculum map and program assessment manual, they turned to TCL to put into place these critical items for programmatic assessment and review processes.
TCL helped the institution quickly developed their program assessment and review manual and processes, and trained their faculty assessment committee on how to conduct programmatic assessment.
Result. The institution received their initial accreditation with a special visit the next year at which they demonstrated a vibrant assessment program and faculty assessment committee operations.
Accreditation Preparation and Program Assessment / Program Review
A medium-sized online university was preparing for its upcoming accreditation reaffirmation, and as part of this, asked TCL to do an accreditation assessment to determine how closely they aligned with the new accreditor standards.
TCL conducted an in-depth assessment (similar to what an accreditor visiting team would conduct), and determined how the institution aligned with the new accreditor‘s standards. TCL found that they had problems with their program assessment and review processes, and we assisted the institution by putting in place the required program assessment and review processes, faculty governance manuals, and trained faculty on how to conduct assessments for institutional learning outcomes and program learning outcomes.
Result. The institution passed their accreditation reaffirmation visit with flying colors.
Shared Governance
Disconnect Between Senior Leadership and Faculty
A large (25,000 student) Midwest institution had recently administered Harvard University School of Education’s COACHE assessment to determine the health of their shared governance. Whereas the assessment indicated excellent leadership at the college and departmental levels, there was a severe disconnect between the president and her senior leadership team and the faculty when it came to trust, widespread dissatisfaction with governance structures, and tensions related to perceived unilateral administrative decisions. These issues cumulatively resulted in a straw faculty vote of no confidence against the president and multiple members of the senior leadership team that, if they had been formal votes, they would have succeeded.
The institution brought in TCL to validate the results as well as make recommendations on how to improve the situation. TCL conducted over 30 interviews with more than 65 individuals from key stakeholder groups, including members of the COACHE committee, faculty senate, provost’s cabinet, and senior leadership team. These conversations explored stakeholders’ perceptions of priority issues arising from the COACHE survey
TCL found multiple issues that were causing the negative survey results, and was able to make concrete suggestions on how to improve the culture and leadership style for both the senior leadership team and faculty. Additionally, we recommended multiple changes to the faculty governance structures and policies to improve the processes and responsiveness.
Results. Changes in institutional culture and governance processes take time, and given that this project concluded recently, no results are available. However, faculty did say that if the TCL recommendations were implemented, it would stay a faculty vote of no-confidence.
Overcoming Accreditor’s Sanctions for Shared Governance Issues
A large (10,000 student) community college was placed on sanction by its accreditor because it was deemed out of compliance with its standards for leadership and administration, and required to send in a monitoring report that demonstrates “evidence that the institution has achieved and can sustain ongoing compliance with its standards.
Specifically, the accreditor stated that the institution must demonstrate regular engagement with faculty and students to advance the institution’s goals and objectives as part of shared governance.
Specifically, TCL:
- Conducted an in-depth governance document review, including all shared governance documents, to understand how shared governance processes were designed to work
- Worked with the institution president to establish a Core Group of faculty and staff leaders to consult on the development of the framework and a second Stakeholder Group to provide commentary on the draft of the framework document
- Conducted focus groups, open forums, and interviews with administrators, faculty, staff, and students to determine how shared governance does and could work
- Benchmarked peer institutions to ensure the framework was compatible with established, well-functioning shared governance systems
- Set up the structure and conducted initial meetings with the core team and stakeholders to create a conceptual framework for shared governance
- Developed a draft Board statement expressing its commitment to supporting shared governance
- Developed a draft shared governance policy statement for the institution focused on how shared governance should work at the College, including a RACI-type model detailing “who does what” under an effective shared governance framework
- Prepared an outline of a response to the accreditor that addresses all issues raised in the Action Letter
Results. The accreditor removed sanctions six months later.
Strategy and Change
Building a Shared Vision through Creation of a New Strategic Plan
A mid-sized Christian University was refinancing its debt and the creditor requested an updated strategic plan from the institution.
Using the mantra “people support what they help create,” TCL led faculty and staff through the developing of a new University strategic plan. Plan development took approximately four months, and all stakeholder groups had good input into the new plan.
This resulted in the building of a shared vision across the institution and mitigated resistance to change to new directions. Additionally, departmental plans and an overall implementation plan were developed.
Result. The institution had a shared vision for its future and increased enrollment by 15% year-over-year based on the actions prescribed by the strategic plan. Additionally, it was able to refinance its debt at a significantly lower rate.
Academic Realignment and Org Restructuring
A large SACSCOC-accredited regional university was facing multifaceted challenges in its current operational framework, including a significant drop in enrollment, and its satellite campuses were losing over $5 million a year. The institution called in TCL to better understand why the institution was losing enrollment and revenues, and make recommendations on how to reverse these trends.
TCL did a top-to-bottom review of its business processes, including meeting with over 100 people associated with the institution, both the main campus and the three satellite campuses, as well as stakeholders and community leaders. This enabled TCL to provide not only in-depth evaluations of each campus and recommendations for each campus, but also the institution’s leadership structure and business processes. We also were able to make recommendations on how to change business processes to improve enrollment and finances.
Results. The institution was able to restructure its operations and business processes for the satellite campuses, and went from losing $5 million a year to a $1 million surplus.