Resources
Self-Study Guide
How to assess your institution against the eight standards, structure the document and present evidence that a reviewer can follow.
The self-study is your own honest account of how you meet each standard, with evidence. It is the most useful part of accreditation for the institution that writes it.
Before you write
- Read the Standards Handbook in full, and keep it open.
- Choose a small team that includes someone who teaches, someone who runs operations and someone who looks after learners. Do not leave it to one person.
- Collect the evidence that already exists before deciding what to say about it.
- Decide who reads the draft as an outsider.
Structure
- Introduction. Who you are, who owns you, what you teach, how you deliver it, and how many programs and learners are involved. Use figures from your own records.
- One section per standard. For each: what you do, the evidence that shows it, what is strong, what is weak and what you will do about the weaknesses.
- An improvement plan. The actions, owners and dates that follow from your own findings.
- An index of evidence. A numbered list of every document referred to.
Writing each standard section
| Part | What to include |
|---|---|
| Practice | Describe what actually happens, in plain words, for someone who has never visited you. |
| Evidence | Refer to documents by number. Say what each one shows. Do not attach everything you have. |
| Strengths | Say what works and how you know, using your own data and feedback. |
| Weaknesses | Name them. A self-study with no weaknesses is not believed. |
| Action | For each weakness: what you will do, who is responsible and by when. |
Evidence that works
- Records produced by ordinary work: minutes, surveys, assessment records, help-desk logs, program reviews
- Anonymised examples of real cases, such as a complaint and how it was resolved
- Policies together with proof that they are followed
- Data you already collect on completion, progression and learner satisfaction
Common mistakes
- Describing policies without showing that anyone follows them
- Writing for the reviewer instead of for yourselves
- Leaving out the learners' and instructors' views
- Claiming recognition or approval that you cannot support, or describing HCDE accreditation as governmental recognition
- Creating documents for the review that did not exist before it
Before you submit
- Ask someone outside the team to read it as a stranger would.
- Check that every claim has a reference and every reference opens.
- Check names, dates and figures against your records.
Questions before you begin?
Write to HCDE and we will explain the route that fits your institution, program or situation.