Retention/Graduation - There are few issues in higher education more critical and political than retention and ultimately graduation rates. There is a considerable body of literature that discusses and describes the problem, and equally as much research that points to variables that might be associated with it. There are countless vignettes of provincial success and broad common-sensical recommendations about what should be done. However, every institution has a wide array of retention programs, but few have achieved desired results that out-perform their admissions policies. Each institution has a commitment to improving retention and graduation, but is constrained by mission, resources, and the lack of data-driven strategies. The McNealey Group provides services that build institutionally-based research that constantly identifies actionable variables which allow institutions to build retention strategies based on factors unique to their campuses.
Organizational Effectiveness - Strategic alignment of resources and institutional aspirations has never been more important than the present moment in higher education. Declining state support, expanding competition for philanthropic investments, uncertain federal financial aid, and declining enrollment in certain sectors have created challenges and uncertainty across the higher education landscape. Traditional approaches to budgeting and spending are increasingly inadequate to respond to rapidly changing circumstances. The McNealey Group provides analytical and model-building services that present metrics for making decisions about cost-cutting or growth, comparisons with similar institutions, and data-driven approaches to ongoing planning.
Accreditation - Accreditation standards provide a broad schematic of normative practice within higher education, a given region or within a specific discipline. Tailoring the broad, and occasionally narrow strokes, to fit the specific mission and traditions reflected within the daily practices of an institution provides the best preparation for initial accreditation and reaffirmation events. Persons who arrive at leadership positions in higher education are typically steeped in the ways of knowing and doing within their disciplines, and often in academic politics, but may have little if any experience with accreditation processes. Ideally, such a gulf can be bridged by intensive review of agency literature and active involvement with the peer review process. Demands of leadership positions can limit this undertaking and be pushed to the periphery by clear and present institutional demands. While not as in-depth, refined, or organic as a discipline, regional accreditation processes and decision-making evolve ways of knowing and doing that must be attended. Without tailored practices or experienced leadership, an institution about to enter into or are already within a regional accreditation cycle would be well served to enlist the services of external experts to bridge the gap. Principals in The McNealey Group are experienced and capable to assist in achieving the best possible accreditation outcomes.