How Does Accreditation Assess Faculty?

Overview

Faculty review is central to any credible accreditation assessment. ITAA evaluates whether a theological institution’s faculty collectively and individually support the institution’s mission, deliver its curriculum, and protect academic and spiritual standards. Assessment focuses on documented evidence of qualifications, ministry experience, teaching and assessment practice, academic integrity, and plans for ongoing faculty development and governance.

Key assessment domains

1. Qualifications and credentials. Faculty should hold appropriate academic or recognised ministerial qualifications for the subjects they teach. Where institutions teach at higher award levels, a majority of core faculty normally hold a degree one level above the awards they teach or equivalent recognised experience.
2. Ministerial and contextual experience. Theological education values pastoral, mission or ministry experience alongside academic preparation; such experience is considered when academic qualifications are not the sole measure of competence.
3. Teaching, assessment and scholarship. Institutions must demonstrate that faculty employ appropriate pedagogies, valid assessment practices, and engage in scholarship or professional development consistent with institutional mission.
4. Academic and spiritual standards. Faculty are expected to model the institution’s doctrinal commitments and academic integrity policies while ensuring academic freedom and fair assessment practices.
5. Workload, contracts and governance. Contracts, role descriptions, appraisal systems and published faculty handbooks must show clear expectations, oversight and accountability.
6. Professional development. Evidence of continuing professional learning, supervision, mentoring and review supports long-term quality and improvement.

What evidence does ITAA expect?

ITAA requires institutions to supply verifiable, current evidence during review. Typical evidences include:

• Complete faculty CVs and qualification certificates.
• Faculty roster identifying full-time, part-time and adjunct status with teaching responsibilities.
• Role descriptions, appointment contracts and appraisal records.
• Sample teaching plans, assessment instruments and student feedback summaries.
• Policies on recruitment, induction, academic integrity and pastoral safeguarding.
• Records of professional development, research outputs or ministry supervision.

How are judgements made?

Judgements combine documentary evidence, interviews and site or remote visits. Reviewers consider whether faculty qualifications and deployment are appropriate to the programmes offered, whether teaching and assessment meet learning outcomes, and whether governance arrangements protect academic quality and student interests. Findings may result in recommendations for improvement, conditions for accreditation, or—in serious cases—sanctions.

Balancing academic and ministerial strengths

Theological institutions often balance scholarly qualifications with ministerial competency. ITAA expects institutions to explain and justify any use of experiential or ministerial appointments in place of formal academic qualifications, showing how supervision, mentoring and assessment safeguard academic standards.

Common areas for improvement

• Unclear faculty role descriptions or inconsistent contracts.
• Insufficient documented teaching or assessment evidence.
• Lack of systematic professional development or appraisal.
• Over-reliance on unverified adjunct or volunteer teachers without appropriate oversight.

Practical steps institutions can take

1. Maintain an up-to-date public catalogue and faculty register with verified qualifications.
2. Publish clear recruitment, induction and appraisal policies.
3. Implement regular professional development and peer review of teaching.
4. Document how ministerial experience contributes to student learning and assessment.
5. Ensure governance records show oversight of faculty deployment and academic standards.