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The OBPR process is guided by ¾ÅÉ«ÊÓƵ Policy 2.0390P Academic Program Review, and the questions in OBPR Self-Study and External Review apply to academic programs that are not externally accredited by a disciplinary or specialized accrediting body. 

OBPR is the cornerstone of a continuous improvement process. The primary reason for doing program reviews is improvement. However, it can also: 

1. Evaluate the academic and administrative quality and productivity of academic programs. 
2. Provide information on program strengths, strategic value, areas to be strengthened, and future opportunities. 
3. Provide input for knowledge-based strategic planning, analysis, and decision-making. 
4. Assist the program in uncovering and highlighting its unique strengths and areas of excellence, fostering a deeper understanding of its core competencies and distinguishing features. 
5. Offer robust and compelling evidence demonstrating the effectiveness and success of the institution and its programs, thereby validating their impact and achievements. 
6. Promote and facilitate a culture of collaboration and teamwork among the program's faculty members, encouraging the sharing of ideas, resources, and best practices to enhance collective performance. 
7. Sustain and advance the program’s overarching vision and mission, ensuring alignment with long-term goals and fostering a sense of purpose and direction. 
8. Supply comprehensive and well-documented data to substantiate and justify requests for additional resources, enabling informed decision-making and strategic allocation of support. 

As a result of the OBPR process, the university is positioned to ascertain whether programs should be enhanced, maintained, eliminated, or studied further. 

Disciplinary Accredited Programs

Programs with discipline or specialized accreditation use the self-study report and external review according to the specifications of their disciplinary or specialized accrediting body in place of the OBPR.  

OBPR Process Timeline

The OBPR process begins in fall and the deadline for submission of all information and documents into Nuventive is May 1.

How does the OBPR Relate to our Accrediting Body’s Requirements?

Several sections and core requirements from our institutional accrediting body, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), outline institutional requirements that help shape the components of the OBPR process. 

Section 7: Institutional Planning and Effectiveness 

Institutional Planning: Section 7.1 states, “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.” 

Section 9: Educational Program Structure and Content 

Program Content: Section 9.1 states, “Educational programs (a) embody a coherent course of study, (b) are compatible with the stated mission and goals, and (c) are based upon fields of study appropriate to higher education.” 

Section 12: Academic and Student Support Services 

Student Support Services Staff: Section 12.2 states, “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.” 

Section 13: Financial and Physical Resources 

Physical Resources: Section 13.7 states, “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.”