THE ACCREDITATION COUNCIL FOR ENTREPRENEURSHIP AND ENTERPRISE EDUCATION (ACEEE), INSTITUTE OF CLASSIC ENTREPRENEURSHIP (ICEnt)
...Accrediting for entrepreneurial excellence and leadership
...Accrediting for entrepreneurial excellence and leadership
An agreement among the bodies responsible for accrediting specific degree programmes in each of the signatory countries. Accords recognise the substantial equivalency of programmes accredited by each of these bodies and recommends that graduates of accredited programmes in any of the signatory countries be recognized by the other countries as having met the academic requirements for entry-level practice. Accords are intended to improve technical education worldwide and foster the mobility of students and graduates.
An assurance that a programme or institution meets established quality standards. In the United States, it is a non-governmental, voluntary peer-review process.
A council is composed of the chair, who leads the council, chair-elect, and past chair of each of the ACEEE accreditation commissions. The Accreditation Council formulates and recommends to the ACEEE Board of Directors policies and procedures regarding ACEEE accreditation processes, with particular emphasis on process improvement and process uniformity across the commissions.
A document that spells out the policies and procedures that govern the ACEEE accreditation process, almost always used with the accreditation criteria.
One or more processes that identify, collect and prepare data to evaluate the attainment of programme educational objectives and student outcomes. Effective assessment uses relevant direct, indirect, quantitative, and qualitative measures as appropriate to the objective or outcome being measured. Appropriate sampling methods may be used as part of an assessment process.
An undergraduate degree that is conferred upon completion of a two-year programme of study; may be earned at community colleges, technical schools, or bachelor’s degree-granting colleges and tertiary institutions.
An organisation that participates in and contributes to the ACEEE community but is not a full member of ACEEE. Associate member societies do not nominate members for the ACEEE accreditation commissions or have voting rights on the ACEEE Board of Directors.
An undergraduate degree that is conferred upon completion of a three- to five-year programme of study; may be earned at technical schools, colleges, or tertiary institutions.
A culminating course that allows students who are nearing graduation to “put together” the knowledge and skills they have acquired in their programme and apply it to a major project or assignment.
Entities within ACEEE that conduct the accreditation of educational programmes; established by the Board of Directors.
A committee consisting of the commission officers, members-at-large, public commissioner, and the Board Liaison.
Competency
Knowledge, skill, or ability
A review team examines all aspects of a programme to judge compliance with criteria and policies and to help the programme in recognizing its strong and weak points. The team interviews faculty, students, administrators, and staff; examines materials and facilities; presents orally its factual findings to the institution leadership, and provides to the dean a copy of the Programme Audit Form (PAF) for each programme reviewed.
A statement that a programme currently satisfies a criterion, policy, or procedure, but the potential exists for the situation to change such that the criterion, policy, or procedure may not be satisfied.
An approach based on evaluating a product or a process and on understanding the needs and expectations of those who use or benefit from a product or a process.
Criteria
Standard on which a judgment or decision is based.
Dean
A senior leader of an academic unit or college.
A statement that a criterion, policy, or procedure is not satisfied. The programme is not in compliance with the criterion, policy, or procedure.
Tier of study, also called programme level.
• Certificate. These are academic programs of nine to 30 credits that are completed in a year or less by full-time students. Some programs provide specialised training for people who already have diplomas or degrees. Others are for those who want to quickly complete a programme that leads to a specific job.
• Diploma. An academic program generally of 30 to 72 credits intended to provide students with skills leading directly to a specific job.
• Associate – An undergraduate degree that is conferred upon completion of a two-year programme of study; may be earned at community colleges, technical schools, or bachelor’s degree-granting colleges and universities.
• Bachelor’s – An undergraduate degree that is conferred upon completion of a three- to five-year programme of study; may be earned at technical schools, colleges, or universities.
• Postgraduate diploma - a postgraduate academic qualification taken after a bachelor's degree. It is usually awarded by a university or a graduate school. A postgraduate diploma is a shorter qualification than a master’s degree, although at the same academic level. Whereas a master’s degree is made up of 180 credits (taken from exams, assignments, and so on), a postgraduate diploma is 120 credits. There is a shorter version of this too – a postgraduate certificate, which is 60 credits. There are a variety of courses that come under the heading of a postgraduate diploma – it can be a vocational course, such as a legal practice course, or an academic course.
• Master’s – A post-graduate degree that is conferred upon completion of one to three years of course that demonstrates a mastery or high-order overview of a specific field of study or area of professional practice; may be earned at colleges or universities.
• Doctorate – the most advanced degree you can earn, symbolising that you have mastered a specific area of study, or field of profession.
Textbooks, course syllabi; sample student work including assignment and exams, ranging in quality from excellent through poor, and assessment materials
Compilation of programme exit statements and the institutional section of strengths, shortcomings, and/or observations; written by the team chair after the visit and includes the institution’s seven-day response; sent to the institution for due process response.
Member of the commission’s executive committee who reviews and edits Draft and Final Statements to the institution.
Enterprise education (also called entrepreneurial education on the other hand, is usually conceived more broadly, seeking to foster self-esteem and confidence by drawing on the individual’s talents and creativity, while building the relevant skills and values that will assist students in expanding their perspectives on schooling and opportunities beyond.
It is also the process of equipping students (or graduates) with an enhanced capacity to generate ideas and the skills to make them happen.
Entrepreneurship education has been defined as a collection of formalised teachings that informs, trains, and educates anyone interested in participating in socioeconomic development through a project to promote entrepreneurship awareness, business creation, or small business development. It equips students with the additional knowledge, attributes and capabilities required to apply these abilities in the context of setting up a new venture or business.
One or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which programme educational objectives and student outcomes are being attained. Evaluation results in decisions and actions regarding programme improvement.
The conclusion of a review visit, when the review team presents orally its factual findings of the programmes it reviewed to institution’s leadership and answers clarifying questions.
Statement of programme strengths, shortcomings, and/or observations that the programme evaluator reads during the exit meeting.
Compilation of programme statements and the institutional section of strengths, shortcomings, and/or observations that incorporates institutional due process responses and is the result of a second editing cycle; sent to the institution with the final accreditation action voted upon by the commission.
Higher learning organisation that delivers one or more educational programmes leading to degrees.
A faculty member, dean, department head, or another administrator who represents an educational programme.
This action indicates that the programme has one or more weaknesses. The weaknesses are such that a progress report to evaluate the remedial actions that the institution has taken will be required. This action has a typical duration of two years.
This action indicates that the programme has one or more weaknesses. The weaknesses are such that an on-site review to evaluate the remedial actions that the institution has taken will be required. This action has a typical duration of two years.
A representative from a non-Nigeria higher education organisation or educational programme who attends an ACEEE meeting or event to learn more about ACEEE activities rather than to actively participate in the meeting or event.
A post-graduate degree that is conferred upon completion of a one to three years course that demonstrates a mastery or high-order overview of a specific field of study or area of professional practice; may be earned at colleges or tertiary institutions.
An agreement between ACEEE and a peer accrediting agency. An MOU provides a structure that guides collaboration of organisations with ACEEE to facilitate implementation of quality assurance organisations in other countries during their developmental period. Typical activities conducted under these agreements are sharing of best practices, assisting organisations in their development of accreditation processes, and providing training workshops for staff and volunteers. MOUs do not extend to the recognition of programmes or graduates.
One of more than two-dozen professional and entrepreneurship institutes that comprise the federation known as ACEEE.
An agreement among organisations that accredit academic degree programmes. These are nongovernmental agreements that recognise the substantial equivalency of the organisations’ accreditation processes and the graduates’ preparedness to begin professional practice at the entry level. The “mutual recognition” of accrediting systems is intended to improve technical education worldwide and foster the mobility of students and graduates.
This action indicates that the programme has no deficiencies or weaknesses. This action is taken only after a comprehensive general review and has a typical duration of six years.
This action indicates that the programme has deficiencies such that the programme is not in compliance with the applicable criteria. This action is usually taken only after an SCR or SCV review or the review of a new, unaccredited programme. Accreditation is not extended as a result of this action. This is the only action can be appealed.
A comment or suggestion that does not relate directly to the accreditation action but is offered to assist the institution in its continuing efforts to improve its programmes.
An integrated, organised experience in which both students and instructors communicate via their computers for all coursework, culminating in the awarding of a degree.
An integrated, organised experience that culminates in the awarding of a degree.
Programme Area
A curricular concentration or major.
Broad statements that describe what graduates are expected to attain within a few years of graduation. Programme educational objectives are based on the needs of the programme’s constituencies.
A volunteer selected by his or her member society to represent ACEEE on visit team. They are professionals from academe, industry, government, and private practice who care about sustaining their respective professions through quality education.
The administrative leader of an educational programme.
Tier of study, also called degree level.
• Associate – An undergraduate degree that is conferred upon completion of a two-year programme of study; may be earned at community colleges, technical schools, or bachelor’s degree-granting colleges and tertiary institutions.
• Bachelor’s – An undergraduate degree that is conferred upon completion of a three- to five-year programme of study; may be earned at technical schools, colleges, or tertiary institutions.
• Master’s – A post-graduate degree that is conferred upon completion of one to three years of course that demonstrates a mastery or high-order overview of a specific field of study or area of professional practice; may be earned at colleges or tertiary institutions.
This action indicates that the institution has taken satisfactory remedial action with respect to weaknesses identified in the prior IR action. This action is taken only after an IR review. This action extends accreditation to the Next General Review and has a typical duration of either two or four years.
An institution outside of Nigeria wishing to have programmes considered for accreditation or reaccreditation must submit to ACEEE a Request for Approval not later than January 31 of the calendar year in which the review is desired. The Request for Approval indicates that a country’s accreditation agency approves ACEEE’s requested visitation and evaluation of the programme(s)
An institution wishing to have programmes considered for accreditation or reaccreditation must submit to ACEEE a Request for Evaluation (RFE) not later than January 31 of the calendar year in which the review is desired. The RFE must be signed by the institutional Chief Executive Officer (President, Chancellor, Rector, or equivalent) and must be submitted with one official transcript of a recent graduate for each programme listed on the RFE. A separate RFE must be submitted for each commission that will review any of the institution’s programmes that year. Requests for Evaluation are submitted online.
A team that reviews the criteria and accreditation policies and procedures one or more programmes at an institution. Composed of a team chair and at least one programme evaluator for each programme area, with a minimum team size of three.
This action indicates that a currently accredited programme has one or more deficiencies.
This action indicates that the institution has taken satisfactory remedial action with respect to all deficiencies and weaknesses identified in the prior SC action. This action is taken only after either an SCR or SCV review. This action typically extends accreditation to the Next General Review and has a typical duration of either two or four years.
This action indicates that a currently accredited programme has one or more deficiencies. The deficiencies are such that a progress report to evaluate the remedial actions that the institution has taken will be required. This action has a typical duration of two years. This action cannot follow a previous SC action for the same deficiency.
This action indicates that a currently accredited programme has one or more deficiencies. The deficiencies are such that an on-site visit to evaluate the remedial actions that the institution has taken will be required. This action has a typical duration of two years. This action cannot follow a previous SC action for the same deficiency.
Primary document that a programme prepares to demonstrate compliance with ACEEE criteria. The Self-Study Report is prepared using the Self-Study Questionnaire: Template for the Self Study.
The opportunity for programmes that have recently undergone a review visit to examine the review team’s findings and to correct errors of fact only; extensive revisions are reserved for the due process response period.
Area of non-compliance against the criteria; any deficiency, weakness, or concern.
A professional staff member or volunteer from an ACEEE Member Society who attends an ACEEE meeting or event to learn more about ACEEE activities rather than to actively participate in the meeting or event.
Statements that describe what students are expected to know and be able to do by the time of graduation. These relate to skills, knowledge, and behaviors that students acquire as they progress through the programme.
Actual student work, such as completed homework assignments, tests, quizzes, lab reports, or group projects, that have been graded. The work examples should span the grade range from excellent to poor.
Exceptionally strong, effective practice or condition. A statement that describes what was observed, what makes it stand above the norm, and how it impacts the programme positively.
Accreditation systems have comparable standards, outcomes, and processes, though they may not be identical. Can also mean that a programme is comparable in content and educational experience to others, but may differ in format or method of delivery. Substantial equivalency implies reasonable confidence that the programme has prepared its graduates to begin professional practice at the entry level.
A commission member, or occasionally a former commission member, appointed by the commission’s executive committee to lead a review team.
This action is generally taken in response to an institution’s request that accreditation be extended for a programme that is being phased out. The intent is to provide accreditation coverage for students remaining in the programme.
An experienced programme evaluator assigned by an ACEEE member society to a Programme Evaluator Candidate (PEVC) to guide that candidate through the training process.
An official record of student coursework.
This action indicates that the institution has taken satisfactory remedial action with respect to weaknesses identified in the prior IV action. This action is taken only after an IV review. This action extends accreditation to the Next General Review and has a typical duration of either two or four years.
A statement that a programme lacks the strength of compliance with a criterion, policy, or procedure to ensure that the quality of the programme will not be compromised. Remedial action is required to strengthen compliance with the criterion, policy, or procedure prior to the next review.
This brief online training is required for all PEVs assigned to a site visit. It consists of three (3) learning modules and one (1) Proficiency Assessments. The Pre-Visit Preparation Training provides critical updates on Commission-specific changes that will affect the review process, as well as updates to policy, procedures and campus visit logistics. This course is available online for the duration of each accreditation cycle.
This is ACEEE’s online recertification training course for Programme Evaluators who have been inactive for more than two (2) years or who have not completed formal training in the past five (5) years. It is designed to ensure consistency in the review process by providing Programme Evaluators an opportunity to reconnect with the accreditation process, as well to become current with the latest updates to ACEEE criteria, processes and procedures.
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