Accreditation Standards

ACPHA Accreditation Standards

I.       MISSION AND OUTCOMES – The program is guided by a clear mission appropriate for post-secondary education, the community of interests served, and the resources available.

I a.       A clearly stated mission statement for the Program exists, is aligned with the mission(s) of the School/College and the parent institution and is publicly available.

I b.       There are identifiable and measurable program learning outcomes (PLO’s) for each degree program.   

I c.       There are separate identifiable and measurable program learning outcomes (PLO’s) for each degree concentration that is within the control of the Program. If applicable, differentiate these outcomes from the Program level learning outcomes. 

II.        ADMINISTRATION AND GOVERNANCE – The program is structured with sufficient operational independence to enable it to achieve its objectives.

II a.      The Program is structured with sufficient operational independence (decision making over curriculum and program offerings), consistent with the mission and objectives of the institution, to enable the program to achieve its mission successfully.

II b.      The structure of the programmatic unit provides opportunity for effective leadership that promotes the objectives of the programmatic unit.

II c.      Courses that constitute the common core of knowledge in hospitality are under the administrative prerogative of the hospitality program.

III.       PLANNING – All program components are routinely evaluated; mechanisms are in place and regularly utilized for assessing the educational effectiveness of the program.

III a.     There is evidence of the following:

  • Strategic Plan to include: a) current mission, vision and values; b) goals; c) measurable objectives; d) target dates for accomplishment of objectives; e) designation of primary person or organizational unit responsible for attainment of objectives; and f) a strategic plan status.
  • Curriculum Review Process (Documentation of course additions, deletions, and modifications; updated degree plans; and other evidence of curriculum improvement and faculty ownership.)

III b.     There is evidence that planning documents are in alignment with the parent institution and the results used for programmatic changes.

III c.     The Program periodically tracks its graduates and utilizes the information for planning. 

III d.     There is evidence that the Program obtains significant input from additional stakeholders including, faculty, students, and industry partners for planning.

IV.       CURRICULUM – The curriculum is designed to meet the program’s mission and outcomes.

IV a.     The curriculum must provide students not only with a common body of knowledge in hospitality administration/management but also with opportunities for students to receive exposure to critical thinking skills as well as a broad education and awareness of values, skills, and attitudes that will prepare them for responsible citizenship roles in business and society.

IV b.    The curriculum is designed to

  • Meet programs mission and learning outcomes
  • Follow a sequential and logical progression in coursework
  • Include an appropriate mix of theoretical and applied experiences
  • Provide flexibility in hospitality elective offerings
  • Permit advanced course work in hospitality subject areas

IV c.     In curricula designed with more than one area of concentration, specialization, or emphasis that are within the control of the Program, including distance education, the requirements and learning outcomes of each are clearly distinguished.

IV d.    For each course offered specifically by the degree or under the prerogative of the Program, there is a detailed and organized syllabus.

IV e.     In the event that the Program involves any relationship (internships/co-ops, shared services) with organizations outside of the institution, such a relationship must include a written agreement defining the learning activity and responsibilities involved and assuring that the relationship is consistent with the mission of the Program.

V.         ASSURANCE OF STUDENT LEARNING – An assessment plan is in place for all program learning outcomes.

V a.      There is evidence that The Program maintains an ongoing and up-to-date assessment plan for all program learning outcomes.

V b.      There is evidence that there are both direct and indirect metrics used for assessment and they are suitable and appropriate for their intended use.

V c.      There is evidence that both formative and summative measurement tools exist to collect data  used to evaluate achievement of established metrics.

V d.      There is evidence to demonstrate that results of the assessment plan are used to improve curricula that support students in achieving program learning outcomes.

VI.       INSTRUCTIONAL RESOURCES  – The preparation and qualifications of all members of the instructional staff are suited to the field and level of their assignments.

VI a.     The faculty is numerically sufficient to achieve the objectives of the Program and to perform the responsibilities assigned to it:  instruction, advisement, academic planning, curricular development, and program direction.

VI b.    The preparation and qualifications of all members of the instructional staff are suited to the field and level of their assignments. Those in conventional academic fields hold advanced academic degrees or present evidence of scholarship or creative achievement appropriate to their positions; those in professional or technical fields have equally appropriate preparation and attainments.

VI c.     Professional, clerical, and paraprofessional staff members are available and adequate to assist instructional faculty in materials preparation, supervision, tutoring, and other general tasks.

VI d.    Conditions of service, including appointment, promotion, salary, workload, etc. are equitable and administered ethically.

VI e.     The faculty is substantively involved in curricular development and evaluation and in the formulation of academic policies and practices.

VI f.     Mechanisms are in place and regularly utilized for evaluating full- and part-time faculty teaching effectiveness and effectiveness in career and academic advisement.

VI g.    There is an appropriate balance between full- and part-time faculty to enable the Program’s objectives to be realized.

VI h.    Members of the faculty (full- and part-time) demonstrate continuous professional growth, productivity, and enhancement of experience in their areas of expertise.

VI i.     There is evidence that the professional development of the faculty (full- and part-time) is encouraged, supported, and evaluated.

VII.      STUDENT SUPPORTSERVICES – Accurate and clearly stated information about admissions, progression, retention, dismissal, and graduation requirements is available in written form.

VII a.   Accurate and clearly stated information about admission, progression, retention, dismissal, and graduation requirements is available in written form and on-line. These requirements meet or exceed the minimum standards of the parent institution.

VII b.   Transfer credit is granted for courses taken at another institution only when the course work and the level of the transfer applicant’s achievement permits the student to complete satisfactorily the remaining upper division professional course work.

VII c.   Opportunities for appropriate and confidential academic advising and counseling are available to all students.

VII d.   Opportunities exist for students to receive exposure to career preparation services.

VII e.   Effective procedures exist to assure the reasonable progress of students toward meeting stated graduation requirements.

VII f.    The Program maintains an active website that contains updated information including the program overview, mission and learning outcomes, professional placement, and student retention data as reported to ACPHA, faculty profiles, curricular offerings, and academic policies. Direct links to these informational items should reside on the Program landing page.

VII g.   Support services are available for traditional students, non-traditional students, special needs students, and those students participating in distance education.

VIII.    PHYSICAL AND LEARNING RESOURCES – The program has access to physical resources essential for the achievements of the program’s objectives.

VIII a.  The Program has access to appropriate physical resources, such as classroom space, office space, and facilities, and equipment in order to satisfactorily meet the Program’s mission, and learning outcomes.

VIII b. Physical resources and facilities are equitably available for daytime, evening, and distance sessions and are located so that each student or group of students has access to them.

VIII c.  Appropriate learning resources and facilities (libraries) are available to support the Program’s outcomes.

VIII d.  The library access system (including technical and non-technical reference materials, books, journals, and online databases) reflects the current needs of both the students and faculty in meeting the Program’s mission and outcomes.

IX.       FINANCIAL RESOURCES – Financial resources are sufficient to support the educational objectives .

IX a.     Financial resources are sufficient to support the educational objectives and meet contractual obligations.

IX b.    Evidence indicates the Program has sufficient financial stability to enable it to continue to meet its contractual obligations and achieve its educational objectives over a reasonable future period.