Copy of PAU 2012 AAA RV Report(2)(2)

Adventist Accrediting Association

Report of the Visiting Committee

to

Pacific Adventist University

Koiari Park 14 Mile Sogeri Road,

Port Moresby, Papua New Guinea

Prepared for the

Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities

October 30 - November 1, 2012

Pacific Adventist University: AAA Regular Visit Report: 2012 (Final Version)

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Report of the Visiting Committee

Regarding

Pacific Adventist University

Accreditation Recommendation To: The Accrediting Association of Seventh-day Adventist Schools, Colleges, and

Universities, General Conference of Seventh-day Adventists, Silver Spring, Maryland From: The AAA Visiting Committee Date: October 30 - November 1, 2012 The visiting committee appointed to review the function of Pacific Adventist University met on its campus October 30 - November 1, 2012, reviewed the documents submitted by the university, interviewed the administration, faculty, staff, students, and alumni, conducted on-site observations, and makes the recommendation that:

1. The Pacific Adventist University be granted a 4-year continued denominational accreditation through December 31, 2016; with the condition

2. That a written report be submitted to the Executive Secretary of the AAA on the progress made on the implementation of the major recommendations of this report by December 31, 2013, and of all recommendations of this report by December 31, 2015; further,

3. That midway through the accreditation period and before December 31, 2014, with an institutional report submitted one month prior to the visit, an interim team shall visit the campus to review progress made toward fulfilling the recommendations included in this report.


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Members of the Visiting Committee

______________________ John Wesley Taylor V, PhD, Chair Associate Director of Education General Conference

______________________ Malcolm Coulson, PhD, Secretary Director of Education South Pacific Division

______________________ Loren Agrey, PhD President Asia-Pacific International University

______________________ Jeanette Baird, MBA, PhD Quality Assessments Adviser Office of Higher Education, Papua New Guinea

______________________ Paul Hattingh, Chartered Accountant Vice-President for Finance Avondale College of Higher Education

______________________ Ray Roennfeldt, PhD President Avondale College of Higher Education

______________________ Lucy Toba, MEd Lecturer Sonoma Adventist College

______________________ Ken Weslake, MEd Associate Director of Education South Pacific Division

______________________ Jim Yawane, MEd Associate Director of Education Papua New Guinea Union Mission


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Historical Background

The dream of the South Pacific Division of establishing a tertiary institution to serve the South Pacific grew out of the dramatic growth of the Seventh-day Adventist Church in this region. In the 1970s, it became evident that educated leaders were required to meet the needs of the growing church organisation and membership. Further, many young people wanted to pursue degrees in a Christian environment.

At Honiara, in the Solomon Islands, a meeting of church leaders in 1977 voted to establish a senior college in the region. The South Pacific Division would establish the institution and provide funding. In 1981, the present site of Pacific Adventist University (PAU) was selected. At that time a dairy and other commercial activities were operating on the premises. The first academic year began in 1984, following the passage of the Pacific Adventist College Act by the Parliament of Papua New Guinea (PNG) in 1983.

From the beginning, Pacific Adventist College was successful in attracting highly motivated students and a qualified staff. Graduates were recognised throughout the Pacific region. Diploma recipients in Business were accepted into membership by the PNG Association of Accountants. The Bachelor of Theology programme was recognised by the Melanesian Association of Theological Schools, and Education graduates became government-registered teachers.

An important step forward came when the passage of the Pacific Adventist University Act 1997 changed the College into Pacific Adventist University on December 11, 1997. The Act recognised that PAU had its own philosophy and its focus included all South Pacific countries. Many nations now sponsor students to PAU and several international aid agencies support students at the University. Graduates of PAU are employed by the Church, government and private industry across the Pacific region.

Since achieving university standing, the institution has purchased additional property. Affiliation agreements with Fulton College in Fiji and Sonoma College in PNG have been concluded. In 2001 the Sopas School of Nursing moved its operation to PAU and is now operated as the School of Health Science. At present, major additions are being carried out to enlarge the mission and service of the University to the Church and society. PAU continues to enjoy the confidence of the Church and the PNG Government.


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Institutional Profile for the Academic Year 2012

Structure of the University Number of schools 6 Schools plus Postgraduate Study Type of programs BA, BBus, BEd, BN, BM, BA Th, BSc, MA, MLD,

MA Past Min

Enrollment Statistics: 2011 First Semester

Enrollment Statistics: 2012 First Semester

School Male Female Total Arts and Humanities 13 22 35 Business 182 194 376 Education 73 78 151 Nursing and Midwifery 37 145 182 Theology 79 10 89 Science 91 79 170 Postgrad 34 11 45 Total 509 539 1048

Enrollment Trends: 2006-2010

Year Arts & Humanities

Business Education Nursing & Midwifery

Theology Science Postgrad Total

2006 179 120 85 61 41 486 2007 174 122 78 53 58 485 2008 5 182 139 108 56 68 558 2009 1 153 109 80 47 56 446 2010 0 253 147 132 59 119 14 724 2011 20 305 137 139 74 152 32 859 2012 35 376 151 182 89 170 45 1048

School Male Female Total Arts and Humanities 6 14 20 Business 148 157 305 Education 60 77 137 Nursing and Midwifery 23 116 139 Theology 83 6 89 Science 75 77 152 Postgrad 27 5 32 Total 422 452 874


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Faculty Statistics: 2012First Semester

Qualification Full-time Part-time Male Female TotalDoctorate 12 4 12 4 16Masters 30 1 15 16 31Bachelors 6 0 3 3 6Total 48 5 30 23 53

Listing of Degree Programs Pacific Adventist University is a tertiary institution recognized in Papua New Guinea and is entitled to award certificates/diplomas/degrees under the Act of the Papua New Guinea Parliament (No. 24 of 1983 Pacific Adventist College Act). School of Arts and Humanities

Bachelor of Arts (BA) School of Business

Bachelor of Business in Accounting (B Bus (Acct)) Bachelor of Business in Accounting and Computing (BBus Acct/Comp) Bachelor of Business in Accounting and Management (BBus Acct/Mgmt) Postgraduate Diploma in Leadership and Development (PGDip LD) Master in Leadership and Development (MLD)

School of Education Bachelor of Education (Secondary) (BEd Sec)

School of Health Science Bachelor of Nursing (BN) Bachelor of Midwifery (BM)

School of Science and Technology Bachelor of Science (BSc) Bachelor of Science (Honours) (BSc (Hons))

School of Theology Bachelor of Theology (BTh) Master of Theology (MTh) Postgraduate Diploma (Pastoral Ministry) (PGDip (PastMin)) Master of Arts (Pastoral Ministry) (MA (PastMin))

Other (in any school) Master of Philosophy (MPhil)

List of Institutional and Program Accreditations

Institutional Accreditations

The institution is accredited by the Adventist Accrediting Association with its current term of accreditation extending for a period of four years ending December 31, 2012.


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Program Accreditations

All academic programs are accredited by the Adventist Accrediting Association, with the exception of the following programs:

B.A. Geography B.A. Mathematics B.A. Religion Bachelor of Midwifery (BM)

The following programs are in Candidacy status:

B.Sc. (Honours) Environmental Science M.Phil. Master in Leadership and Development M.A. Pastoral Ministry M.Th. PGD Leadership and Development PGD Pastoral Ministry

Institutional Officers

Vice-Chancellor Ben Thomas, MCSD, MCSE+I, MCDBA, MCT, CTT+, BA, MBA Deputy Vice-Chancellor A/Prof Tracie Mafile’o, BSW (Hons – 1st class), PGCert Arts, PhD Academic Registrar Pele Alu, BA (Hons), MA Bursar Karo Matainaho, BA, MBA, CPA Director of Student Services Pr Thomas Davai, BA, MTh

University Council

Dr Barry Oliver President, South Pacific Division (Chancellor, Chair) Ben Thomas Vice-Chancellor, Pacific Adventist University (Secretary) Pr Lawrence Tanabose General Secretary, South Pacific Division Rodney Brady Chief Financial Officer, South Pacific Division Prof David Kavanamur Director General, Office of Higher Education, PNG A/Prof Tracie Mafile’o Deputy Vice-Chancellor, Pacific Adventist University Karo Matainaho Bursar, Pacific Adventist University Dr Malcolm Coulson Education Director, South Pacific Division Dr Leigh Rice President, Papua New Guinea Union Mission Joseph Ponduk Education Director, Papua New Guinea Union Mission Pr Tony Kemo* President, Central Papua Conference Pr Waisea Vuniwa* President, Trans Pacific Union Mission Beverly Norman* Education Director, Trans Pacific Union Mission Dr Samson Kuku* Principal, Sonoma Adventist College Dr Stephen Currow* Principal, Fulton College, Fiji Prof Lohi Matainaho* University of Papua New Guinea, Medical Faculty Dr Mark Paul* Chief Executive Officer/Executive Director, Port Moresby Medical Centre Mele Waqa Vaihola* Education Director, Tonga Mission

* SPD Executive Appointee


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The Visit

During the time spent on campus, the Visiting Committee met collectively with representatives from the University Council, with University administration, and with representatives of the faculty, staff, students, and alumni. The Visiting Committee also conducted individual interviews with the University Vice Chancellor, the Deputy Vice Chancellor, Faculty Deans, the University Bursar, HR Manager, Support Services Director, the Director of the Student Services, members of the University pastoral staff, and the Student Association leaders, among others. Members of the Visiting Committee had an opportunity to tour the campus as well as faculty offices, classrooms, residence halls, library, farm, student and staff housing, and other major buildings.

In addition to the Institutional Self-Study, the Visiting Committee had access to and reviewed the following documents, among others:

Academic Bulletin and Academic Calendar Academic Senate minutes Master Timetable AdCom minutes Affiliation MOUs and MOAs with Fulton College and Sonoma Adventist College Crisis Management policies Finance Committee reports and minutes MOU with Avondale College of Higher Education MOU with James Cook University Key job descriptions Audited financial reports BMTE minutes and reports Staff Manual PAU Act (1997) University Bulletin Campus Map Spiritual Master Plan Pay schedules Institutional policies Media releases, news items, and newsletters The PAU General Information Guide Minutes of the University Council and related supporting documents Postgraduate Studies Research Degree Handbook 2012 Current University budget and year-to-date financial operating statement Course syllabi, organized by schools and departments, with information on how the

integration of faith and learning takes place in classes List of faculty research/publication records 2008 AAA Report and 2012 Self-study surveys

A verbal exit report was given on Thursday, November 1, 2012, at 5pm to representation from the University Council, and to members of administration, faculty, and staff.


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Responses to Recommendations from the Last Regular Visit and Any Interim Visits

The visiting committee reviewed the recommendations made by prior committees during the 2008 regular visit. The visiting committee also reviewed the institutional response to these recommendations, provided in the Self-Study document, and conducted verification of these responses during the time of the visit.

It is evident to the visiting committee that substantial progress has been made in addressing recommendations in many areas. These are noted throughout this report. It was also clear that recommendations in certain areas were still on-going. The visiting team encourages the University administration to continue the good work begun, and carry the implementation of these recommendations to their fulfillment.

Finally, the visiting committee noted that a few recommendations made during the 2008 visit remain unfulfilled. In certain cases, a reasonable explanation was provided. In other cases, however, these recommendations identify crucial matters which the University administration, faculty, and staff must urgently address.

Table Summarizing the Fulfillment of Prior Recommendations

Criterion

Total Number

Fulfilled

Partially Fulfilled

Unfulfilled

1. History, Philosophy, Mission, Objectives 4 2 2

2. Spiritual Dev., Service, Witnessing 4 4

3. Governance, Organ., Administration 6 2 2 2

4. Finances, Financial Structure, Industries 15 9 6

5. Programs of Study 18 12 6

6. Faculty and Staff 13 5 7 1

7. Library and Resource Centers 4 2 2

8. Academic Policies and Records 7 3 4

9. Student Services 9 3 3 3

10. Physical Plant and Facilities 14 6 3 5

11. Public Relations, External Constituencies 3 3

12. Pastoral and Theological Education 2 2

Grand Total 99 48 40 11

Percentage 49% 40% 11%


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Major Recommendations

1. C01: That the Administration disseminate widely among its faculty and support staff the report of this accreditation visit, that careful study of relevant sections be made by the corresponding institutional entities, that action plans be identified and activated, and that a formal annual progress report be made to University Council regarding fulfillment of each of the recommendations of this report.

2. C01: That the Administration and the University Council carefully review institutional growth and enrollment targets in light of the Adventist philosophy of education and institutional mission, and establish clear parameters to guide institutional development. These parameters should include (a) the utilization of competent and committed Seventh-day Adventist faculty, (b) the safeguarding of a Seventh-day Adventist ethos within the student population, and (c) the capacity of the institution to provide adequate infrastructure and student services, including internet bandwidth, classroom and laboratory facilities, and dormitory and library space, among other.

3. C03: That the Administration ensure that the minutes of all standing committees are archived for the official institutional record, either in centralised University archives or other designated location.

4. C03: That the Council annually evaluate its own function through the development and implementation of a self-evaluation instrument to ensure quality governance.

5. C03: That the Administration implement a performance appraisal system at all levels of the university to ensure quality performance across the university.

6. C03: That the Council implement a systematic procedure for the formal evaluation and associated mentoring of the Administration to maintain optimal performance.

7. C03: That Council, as a matter of urgency, develop terms of reference for the following Council subcommittees and activate them as soon as possible to improve Council and administrative functionality: (a) risk, (b) audit, and (c) vision, strategy, and organization.

8. C04: That the Bursar, in collaboration with the Administration, continue with the development and implementation of the current basic business plan focusing on a 4-year period, which integrates with a master infrastructure plan (i.e., buildings, IT, and physical plant), showing how future infrastructure needs will be funded to meet rising demand pressures from increased enrolments.

9. C05: That the Academic Senate, DVC, deans, and faculty implement a policy of criterion-referenced assessment and improve assessment practices across the University, both formative and summative, to ensure these practices are valid, fair and effective.

10. C05: That the Administration ensure that a detailed proposal (including a market survey and 5-year financial projections) be prepared for each degree program proposed by the institution, and that these program proposals be reviewed and recommended by the University Council and by the South Pacific Division Department of Education, and receive corresponding approval by the International Board of Education prior to implementation.


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11. C05: That the Research and Ethics Committee, working with the Director of Research and Postgraduate Studies and faculty, develop and commence implementation of a focused research strategy for the University.

12. C05: That the DVC, Teaching and Learning Committee, Schools and faculty ensure that the religion requirements for all programs, including any new programs, align with the corresponding AAA expectations, and that all staff are supported to better integrate faith and learning in their teaching activities.

13. C06: That Administration and the deans prioritize academic planning, which would include a greater planning horizon for the publication of the academic calendar, class timetable, examination schedule, and meeting dates for all major committees.

14. C06: That the Administration develop and implement a strategic plan to ensure that all faculty are qualified in the area of teaching with a pertinent specialization at least one level above that which they are teaching.

15. C06: That Administration, in concert with the appropriate University Council committees, review the impact of the rapid enrolment growth in the past five years on university systems across campus and specifically focus on issues relating to the work environment of faculty and staff, including (a) appropriate faculty to student ratios to ensure quality educational delivery, and (b) adequate information technology for faculty, library, and staff responsibilities, as well as ensuring the campus internet system is meeting the needs of all essential functions for faculty and student library research

16. C07: That the PAU Librarian continue to develop collaborative endeavors among the libraries and library staff of the Moresby, Sonoma, and Fulton campuses.

17. C07: That the Administration develop and implement a plan to progressively increase the allocation for library acquisition to a target of 5% of tuition income.

18. C07: That the Administration provide the library with more reliable and adequate internet and electronic database access for the academic community.

19. C08: That the Administration provide facilities to enable better storage of student records, that will allow easier and more efficient access for the Records department.

20. C09: That the Administration improve significantly the problems of ventilation in the residence halls.

21. C09: That the Administration employ at least one full-time counselor, given the extent of the student population and to avoid conflicts of interest which can arise when exclusively utilizing part-time counselors who also have instructional responsibilities.

22. C10: That the Administration ensure that the institutional Occupational and Student Health & Safety Committee is performing its function satisfactorily.

23. C10: That the Bursar and Administration establish a training budget for qualifying suitable individuals to obtain building qualifications so that the present skill shortage in the area of campus maintenance can be addressed.

24. C11: That the Administration and Schools introduce a comprehensive process to obtain feedback from recent graduates and employers on the quality of PAU’s education and areas for improvement.


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25. C12: That the School of Theology formally dialogue with the PNGUM and the TPUM regarding ministerial training and internship to ensure that the PAU graduate meets the needs of the field, and that together they develop a better understanding of the evolving profile of the pastor in different parts of the field.

26. C12: That the Academic Senate appoint a Core Requirements Subcommittee (or Christian Studies Subcommittee) to produce a philosophical framework document for the core requirement unit offerings, tailor certain of the core requirement units to the general university student population (rather than merely offering theology units), and rationalize the number of core requirement units across the Schools and academic programs of the University.


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The Criteria

Criterion 1: History, Philosophy, Mission and Objectives

Observations and findings

The Vision, Mission, and Values of the University, approved by University Council in 2007, are well-articulated and clearly aligned with the mission of the Seventh-day Adventist Church. These statements are presented in various institutional publications and on the institutional website, although they are not widely evident throughout the campus environment. Most students, faculty, and staff members appear to be cognizant of and in agreement with these priorities, and a majority of these individuals believe that faculty and staff members embrace and promote these priorities in their lives and throughout their professional responsibilities.

In an institutional survey, for example, 98% of students agreed or strongly agreed that PAU has clear statements of Vision, Mission, and Values; 91% indicated that they could articulate these statements to others; and 98% personally agreed with these statements. Of these student respondents, 76% maintained that faculty and staff members were aware of the Vision, Mission, and Values of the university and actively embraced and promoted these in their personal lives and in the classroom or workplace. In a similar manner, 94% of faculty and staff agreed or strongly agreed that PAU has clear Vision, Mission, and Values statements; 91% indicated that they could articulate these statements to others; and 96% personally agreed with these statements. In this respondent group, 67% agreed that faculty and staff members were aware of the Vision, Mission, and Values of the university and actively embraced and promoted these in their personal lives and in the classroom or workplace.

The Academic Bulletin outlines the educational philosophy of the university, with emphasis on whole-person development, including intellectual, physical, emotional, social, and spiritual dimensions. It also highlights the goal of character formation, based on biblical values, and of commitment to a life of service. The statement of philosophy clearly identifies the institution’s close relationship with the Seventh-day Adventist Church.

The institution has developed an Employment Contract that references a commitment to live in harmony with the moral and ethical standards of the Seventh-day Adventist Church, and to uphold institutional Vision, Mission, and Values. In addition, employees sign a Statement of Ethics and Relationships, which defines expected relations with administration, colleagues, students, with the institution as a whole.

Pacific Adventist University evidences a strong commitment to contribute toward the mission of the Seventh-day Adventist Church. It emphasizes to its students that a call to work for the church can be a personally fulfilling service. Many of its graduates serve in responsible positions within the denomination, both in the Papua New Guinea Union Mission and the Trans Pacific Union Mission. The University supports various denominational initiatives, including evangelistic crusades and the “Great Hope” project, among others. The University congregations have established 11 worship groups in the surrounding communities. Additionally, University staff and students operate some 15 Branch Sabbath Schools along Sogeri Road.


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At the time of the visit, there were PAU affiliation agreements in place for Fulton College (Fiji) and for Sonoma Adventist College (PNG). In conversation with the administrations of the affiliated institutions, as well as with the PAU administration, the visiting team has been advised that a schedule for reviewing affiliation agreements has been established in conjunction with the SPD Education Department and that new agreements will be in place for the commencement of the 2014 academic year.

The PAU Strategic Plan 2011-2015 specifies goals in four key areas: (1) Experiencing Jesus Christ, (2) Higher Learning, (3) Research, and (4) Community service. Strategies and Key Performance Indicators (KPIs) have been identified in each of these areas. To facilitate the achievement of these goals, four enabling goals have been identified: (1) Qualified and Committed Staff, (2) Best Management Practice, (3) Infrastructure and Environment, and (4) University of Choice and Influence in the Pacific. At the time of the visit, the strategic plan, although well-developed, had yet to be finalized.

Pacific Adventist University has reviewed the Papua New Guinea Vision 2050 document, the Papua New Guinea Development Strategic Plan 2010-2030, the Papua New Guinea Medium Term Development Plan 2010-2015, and the White Paper on Higher Education, Research, Science, and Technology, among other national initiatives. PAU, for example, has identified its role as a contributor toward 2 pillars and 4 critical enablers of the Vision 2050 document. Similarly, it has identified institutional contributions toward the aims of the PNG Development Strategic Plan 2030, particularly through its partnerships with tertiary institutions and industry.

Prior recommendations

In the AAA visit of 2008, there were 4 recommendations pertaining to Criterion 1: History, Philosophy, Mission and Objectives. The institution has fully fulfilled 2 of these recommendations. One of the fulfilled recommendations focused on maturing the relationship with Fulton College and with Sonoma Adventist College; the other recommendation involved giving study to the percentage of students from outside of Papua New Guinea.

The institution has partially fulfilled 2 of the recommendations. One partially fulfilled recommendation centered on a study of fulfillment of mission based on a study of patterns of alumni employment. A principal investigator has been designated to design and implement a study of 2011 graduates, but the data have yet to be collected and analyzed. (This partially completed recommendation has been relocated to Criterion 11 in this report.)

The other partially fulfilled recommendation indicates that a market survey and a detailed proposal should be prepared for each new degree program to be offered by the institution, and that these proposed programs should be reviewed and recommended by the University Council and by the South Pacific Division Department of Education, and receive corresponding approval by the International Board of Education. While the majority of academic programs offered by the institution have completed this process and are operating under candidacy or under regular status, there are several degree programs presently offered by the institution without due process and approval. The institution, however, has stated its commitment to resolve this matter and to ensure that future proposed programs of study are submitted through the designated process and receive corresponding approval prior to implementation. (This partially completed recommendation has been relocated to Criterion 5 in this report.)


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The Visiting Committee commends:

1. The Administration, and all faculty and support staff involved, for the development of a well-organized and comprehensive Institutional Self-Study, which evidences thoughtful reflection and careful analysis of institutional context, circumstance, priorities, and vision (Institutional Self-Study; interviews with administrators, faculty, and support staff).

2. The Administration, faculty, and staff, for developing focused Vision, Mission, and Values statements that align with the mission of the Seventh-day Adventist Church, and of which faculty, staff, and students are broadly cognizant, contributing to a sense of shared direction and of identity with the Adventist ethos (Self-Study, Section B: Survey Results; interviews with faculty, staff, and students).

3. The Administration, for developing an institutional strategic plan which identifies “Experiencing Jesus Christ” as its prime objective, nested within harmonizing goals of learning, research, and community service, thus communicating to faculty, staff, students, and constituents the integrated priorities of the institution (PAU Strategic Plan 2011-2015; interviews with administrators).

4. The Administration and the University schools, for their awareness of, engagement with, and contributions to the national educational, health, and development priorities of Papua New Guinea and of the wider Pacific region, including its development of partnerships with Pacific tertiary institutions and with industry (Self-Study, Section C, pp. 6-9; interviews with administrators).

5. The University Council, Administration, faculty and support staff, for the significant contribution that the institution has made and continues to make to the Seventh-day Adventist Church throughout the Pacific, which has advanced the work of the Church in its mission of proclaiming the gospel (Self-Study, Section C, pp. 4-5; interviews with University Council representatives, administrators, faculty, support staff, and students).

6. The Administration, faculty, and support staff, for their commitment to the mission of the Seventh-day Adventist Church and the philosophy of Adventist education, which is evidenced, in turn, in the lives, commitment, and whole-person development of the student body (interviews with administrators, faculty, support staff, and students; direct observation).

7. The Administration for including in its Strategic Plan a goal to progressively increase the number of students from outside of Papua New Guinea, commensurate with the Pacific Adventist University Act of 1997, which defines institutional focus to include all South Pacific countries, as well as the PAU Enabling Goal to be a University of choice in the Pacific (PAU Strategic Plan 2011-2020; enrollment statistics and trends; interviews with administrators)

Note: At the time of the 2012 visit, 109 (10%) of the 1048 students enrolled were from outside PNG. This represents a decreasing trend over the past 6 years from 21% in 2007.


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The Visiting Committee recommends:

1. *That the Administration disseminate widely among its faculty and support staff the report of this accreditation visit, that careful study of relevant sections be made by the corresponding institutional entities, that action plans be identified and activated, and that a formal annual progress report be made to University Council regarding fulfillment of each of the recommendations of this report.

2. *That the Administration and the University Council carefully review institutional growth and enrollment targets in light of the Adventist philosophy of education and institutional mission, and establish clear parameters to guide institutional development. These parameters should include (a) the utilization of competent and committed Seventh-day Adventist faculty, (b) the safeguarding of a Seventh-day Adventist ethos within the student population, and (c) the capacity of the institution to provide adequate infrastructure and student services, including internet bandwidth, classroom and laboratory facilities, and dormitory and library space, among others (enrollment statistics; interviews with administrators, representatives of the University Council, faculty, staff, and students; direct observation).

3. That central administration, deans, directors of academic and service areas, faculty, and staff continue to expand the reach of the integration of faith and learning throughout the institution, such that a clear Adventist identity and the primacy of Scripture permeate each facet of the University (interviews with administration, faculty, support staff, and students).

4. That the Administration and the University Council continue to review and update as needed the affiliation framework of Pacific Adventist University with Fulton College and with Sonoma Adventist College, and that the parameters and expectations of these affiliation frameworks be fully implemented by each entity in accordance with the standing agreement (Affiliation Memoranda of Understanding; interviews with administrators and faculty).

5. That the Administration develop, in consultation with the University Council, and implement, in collaboration with Union and Field leadership, a strategic plan whereby progressive targets in the number of Seventh-day Adventist young people attending the institution are defined and attained.

The Visiting Committee suggests:

1. That the Administration and various institutional entities strategically and prominently display throughout the campus the institutional statements of Vision, Mission, and Values (observation of campus venues).

2. That the Administration and corresponding institutional entities periodically review the congruence of institutional practice with its educational philosophy, which includes whole-person development, character formation, and the commitment to a life of service (Academic Bulletin 2012; interviews with faculty, staff, and students; direct observation).

3. That the Administration finalize the Strategic Plan 2011-2015 (Draft), and that the final version be approved by the University Council (Strategic Plan 2011-2015; interviews with administration).


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Criterion 2: Spiritual Development, Service and Witnessing


Pacific Adventist University offers a comprehensive range of spiritual services within the framework of its Spiritual Master Plan (2011-2014). The plan has received endorsement from the University Council, which has also approved the appointment of additional pastoral staff. Both current students and alumni give high praise to the University for the contribution that it has made to their personal spiritual development.

Positive results are seen, for example, in the number of student baptisms (44 dormitory students in 2011; 33 dormitory students to date in 2012), and in student survey data, with 98.5% of respondents agreeing that their subject at PAU are taught from a biblical-Christian perspective and convey Christian values, and 98.5% agreeing that they would strongly recommend PAU as a good place to develop a relationship with Jesus Christ. Similarly, 95.5% of faculty and staff, 100% of Council members, and 95.6% of alumni agreed that they would recommend PAU as a place where students can develop a relationship with Christ.


In the AAA visit of 2008, there were 4 recommendations pertaining to Criterion 2: Spiritual Development, Service and Witnessing. The institution has fully complied with all 4 of these recommendations.


1. The Administration, faculty, and staff for their commitment to the students’ spiritual development, which has made a significant contribution to students’ positive perspective of their PAU experience and personal faith development (student interviews, institutional surveys, Council minutes, and supporting documents).

2. The Spiritual Services department for the preparation of a comprehensive Spiritual Master Plan (2011-2014) which guides the intentional provision of a variety of spiritual services for students and staff (Council minutes, Spiritual Master Plan).

3. The Spiritual Services department for ongoing development of opportunities for student outreach, including the university radio station and the branch Sabbath Schools, which enable students to participate in outreach and service activities across a variety of local communities (Spiritual Master Plan, Council minutes, student interviews).

4. The Administration and Spiritual Services department for increasing the pastoral staff at PAU thereby enabling adequate student spiritual services in line with increasing student enrolments (Council minutes, Spiritual Master Plan).


1. That the Administration and Council receive annual reports on the Spiritual Master Plan (2011-2014) to ensure that the goals and strategies outlined in the plan are implemented over the course of the plan and that the SMP is updated as indicated by feedback from formal assessments (Spiritual Master Plan, PAU Council minutes).


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1. That the Administration give study to appointing chaplains for specific schools, in order to enhance the spiritual mentoring of students through the formation of spiritual community.

2. That the Academic administration, school deans, and faculty identify ways in which service learning and witnessing activities can be incorporated into programs of study and specific courses.


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Criterion 3: Governance, Organization and Administration


It is the view of the AAA visiting team that PAU has adequate structures in place to ensure quality governance of the institution. In addition, the organizational structures and processes are in place to facilitate good management with clear lines of authority. Many of these administrative processes, however, are new or emerging (and some may not be yet present in reality). Notwithstanding, it is expected that PAU will continue on a trajectory of improvement.

Administration has suggested that the composition of Council be revised to enhance governance structures going forward. While the visiting team has taken account of this issue, it notes that the Council members interviewed by the team did not share the view of Administration. In a prior AAA visit (2004), a recommendation was made that a Deputy Vice Chancellor (Administration) be appointed to relieve administrative pressures. As this recommendation has not yet been implemented, the visiting team reviewed the matter, examining relevant documentation, conducting meetings with various stakeholder groups, and interviewing key individuals.

The visiting team is cognizant of the pressures implicit in a rapidly growing institution but is concerned that some of the key 2008 AAA visit recommendations regarding governance, organization, and administration have not been adequately addressed prior to the visit.


In the AAA visit of 2008, there were 6 recommendations pertaining to Criterion 3: Governance, Organization and Administration. The institution has fully complied with one of these recommendations, which focused on the orientation of and workload allocation for school deans. A recommendation regarding Council minutes and Administrative Committee Minutes, although not fully fulfilled, was deemed completed by the site visit team, as it does not consider that distribution of the Administration Committee Minutes to the University Council is essential to the effective governance of the University. Consequently, in view of the site visit team, 2 recommendations have been fulfilled.

There were 2 recommendations that have been partially fulfilled. A recommendation regarding the proper archiving of Minutes of Standing Committees will need continuing and urgent attention. Another recommendation regarding the review of Board function and self-evaluation is partially completed, but requires attention in terms of the development of a self-evaluation instrument and its implementation.

There are 2 recommendations that are essentially unfulfilled. One of these recommendations focuses on the implementation of a performance appraisal system. The other recommendation concerns the evaluation of the members of Administration. It is the view of the visiting team that the Council should, as a matter of urgency, ensure that a periodic and systematic performance appraisal system is in place for the members of Administration.


1. The Administration for its commitment and dedication to maintaining the Seventh-day Adventist ethos of the institution during a period of rapid enrolment growth (Self-Study; interviews with administration, faculty, staff, and students; direct observation).


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2. The Council and Administration for having ensured that the basic governance structures are in place and operating efficiently (Self-Study; interviews with representatives of Council; direct observation).

3. The Administration for having demonstrated a high-level of leadership, accompanied by forward-looking and strategic planning for the future development of the institution (Self-Study; Strategic Plan 2011-2015; interviews with administrators; direct observation).

4. The Administration for the development of administrative policies in key areas to guide appropriate processes across the university (Self-Study; policy manuals; interviews with faculty, staff, and students).


1. *That the Administration ensure that the minutes of all standing committees are archived for the official institutional record, either in centralised University archives or other designated location (review of institutional records; interviews with administrators). Note: This recommendation is based on a major recommendation of the 2008 AAA report.

2. *That the Council annually evaluate its own function through the development and implementation of a self-evaluation instrument to ensure quality governance (interviews with administrators and Council representatives). Note: This recommendation is based on a major recommendation of the 2008 AAA report.

3. *That the Administration implement a performance appraisal system at all levels of the university to ensure quality performance across the university (Self-Study; interviews with administrators, faculty, and staff). Note: This recommendation is based on a major recommendation of the 2008 AAA report.

4. *That the Council implement a systematic procedure for the formal evaluation and associated mentoring of the Administration to maintain optimal performance (Self-Study criterion 3.3, p. 1; interviews with Council representatives and administration). Note: This recommendation is based on a major recommendation of the 2008 AAA report.

5. *That Council, as a matter of urgency, develop terms of reference for the following Council subcommittees and activate them as soon as possible to improve Council and administrative functionality (Self-Study; interviews with administration).

a. Risk b. Audit c. Vision, Strategy, and Organization

6. That the Council evaluate the need for the appointment of a Deputy Vice-Chancellor (Administration), in order to provide for balanced and more effective workloads within administration (interviews with administration).

7. That the Council and Administration collaborate in developing a delegations policy with the intent that Deans and Department Heads have clarity in regards power to act in their assigned roles, including financial delegation (direct observation; interviews with administrators)

8. That Council and Administration develop a comprehensive risk framework and log to mitigate risk to the institution, including academic and reputational risk (Self-Study; interviews with administrators and staff; direct observation).


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9. That Council give careful study to the size and representation of Council, in order to balance the needs for adequate representation with the need for individuals with specific areas of expertise (interview with Council representatives and administration).

Note: Ideally, in order to reduce the size of Council, prospective members would be identified who both contribute to its representativeness of institutional constituency, while at the same time bringing expertise in specific areas necessary for the adequate function of the Council.

10. That Administration ensure that the emergency procedures policy be fully implemented across campus (interviews with administrators and staff).

11. That Administration arrange for a thorough external Work Health Safety audit, and address the issues identified.

Note: It is possible that SPD Risk Management Service could provide this service.


1. That Administration, in consultation with Council, develop a Council Manual as well as a Council orientation package to enhance quality governance.

2. That Administration, in consultation with the Council chair, ensure that all relevant denominational policies are implemented regarding the composition of and membership in the institutional board of governance.


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Criterion 4: Finances, Financial Structure, and Industries


The finances of Pacific Adventist University are tracking well in spite of the operating losses posted in 2010 and 2011. The institution has positive equity and good working capital. It is up to date with its audited financial statements and prepares monthly operating statements within days of the end of the month. Improvements have been made to revenue-generating operations, such as the farm, to increase profitability through efficiencies. Changes have also been made to the poultry operation which has seen a change from a large deficit last year to a small surplus predicted for 2012.

The Finance Committee, which is a sub-committee of Council, meets six times a year to review financial matters. Budgets are produced for each year and unit managers are held accountable for these. The institution has recently changed its fee structure to ensure that student sponsors pay the full fee. The pricing structure is targeted in such a way that urgently needed graduates, in the areas of ministry, health, and education, for example, receive subsidies from the Church.

The finance team is small and student finance in particular is under pressure with the increase in student numbers. In spite of the regional challenges facing the University, the finance team remains optimistic and positive.

Financial Indicators Dec 2011 2010 2009 2008

Operating Income

Instructional Income 5,923,188 4,748,275 3,556,704 3,322,758

Residence/Service 6,967,924 5,006,699 4,544,397 4,104,356

Total Operating Income 12,891,112 9,754,974 8,101,101 7,427,114

Expenses

Instructional 4,677,941 4,144,165 3,028,506 3,258,517

Residence and Service 10,606,848 9,687,874 8,575,327 9,584,729

Total Expenses 15,284,789 13,832,039 11,603,833 12,843,246

Net Gain/Loss ‐2,393,677 ‐4,077,065 ‐3,502,732 ‐5,416,132

Appropriations

Division 741,479 2,938,355 3,630,912 3,516,961

Mission 117,205 26,947 21,970 459,256

Donations 726,658 27,622 899,660 267,589

Specials 0 1,439,569

Total Subsidies 1,585,342 2,992,924 4,552,542 5,683,375

Gain/Loss‐Operating ‐808,335 ‐1,084,141 1,049,810 267,243

Balance Sheet

Cash 13,660,133 6,927,682 6,258,854 5,838,997

Receivables 55,258 1,073,539 996,969 655,488

Receivable students 2,419,004 1,149,263 0 879,466

Net receivables 2,400,884 2,827,037 4,849,407 2,569,467

Working capital 113.71% 153.84% 136.00% 106.40%

Liquidity 130.66% 183.80% 241.15% 274.87%

Plant and Equipment 20,948,036 21,416,934 21,443,993 22,114,477


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Trade & Other Payables 3,538,728 2,116,947 2,880,197 1,756,045

Trust Accounts 6,865,416 1,640,202 1,194,286 1,248,937


In the AAA visit of 2008, there were 15 recommendations pertaining to Criterion 4: Finances, Financial Structure, and Industries. The institution has fully complied with 9 of these recommendations and 6 recommendations are partially fulfilled. Of these partially fulfilled recommendations, it was the view of the team that certain remaining elements were primarily operational matters that the institution was well on its way to administratively address. Consequently, those recommendations are not reiterated in this report.


1. The Bursar and the finance team for the completion of the financial reports in time to allow the independent audit within 6 months of the end of the financial year as this is integral to good financial governance (interviews with administration and staff; review of financial documents).

2. The Bursar and the finance team for the positive levels attained in liquidity and working capital over the past four years (review of financial statements; interviews with administrators).

3. The Administration and all entities involved for the strategic changes that have been made in the operation of institutional industries that have resulted in profitable operation and positive community impact (interviews with administration and staff; direct observation; review of financial reports).


1. *That the Bursar, in collaboration with the Administration, continue with the development and implementation of the current basic business plan focusing on a 4-year period, which integrates with a master infrastructure plan (i.e., buildings, IT, and physical plant), showing how future infrastructure needs will be funded to meet rising demand pressures from increased enrolments (Self-Study; interviews with administration and staff; review of financial documents; direct observation). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 AAA site visit report.

2. That the Bursar study the viability of an interface that will facilitate the export of data from the Student Record software into the finance software, perhaps utilizing a program such as Excel as an intermediary, for the purposes of automating the creation of student invoices, thus enhancing efficiency and reducing the risk of error in data capture (interviews with administration and support staff; direct observations)

3. That the Bursar, in collaboration with the Finance Committee and Administration, give due consideration to the implementation an Overhead Contribution charge (interviews with administration; review of financial reports).

Note: The charge should be in the form of an applicable percentage rate, relevant to each of the revenue generating departments (academic and non-academic) pertaining to their use of space and services provided to them by the university. A study should be conducted on what the appropriate percentage rate would be for each business unit, taking into consideration


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factors such as cost to deliver units in a particular school, the use of services, and the amount of space utilized, among perhaps others. The percentage would vary by business unit depending on the measures decided upon to determine the contribution percentage. While the implementation of the Overhead Contribution will not make a difference to the bottom line, it will provide a more accurate calculation of the net profit or loss for each business unit, and will also allow Administration and business unit managers to make informed decisions on the impact of proposed additional costs in the business unit on the institutional bottom line.

4. That the Administration give due consideration to changing the accounting approach for the Postgraduate Studies unit, so that either all postgraduate revenues and expenses (included faculty time) are assigned to the unit, or that all postgraduate revenues and expenses are assigned to the respective Schools and the cost of operating the Postgraduate Studies unit is proportionately distributed to the various schools (interviews with administrators and deans of schools; review of financial reports).

Note: If it is decided to assign all postgraduate revenues and expenses to the various Schools, accounting procedures should be implemented to allow for disaggregated financial reports for undergraduate vs. postgraduate programs.


1. That Administration consider providing the Bursar with additional dedicated time to spend on strategic tasks, such as business plan development and other strategic and tactical activities, by providing additional staffing to backfill some of the Bursar’s current duties (interviews with administration and support staff; direct observations).


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Criterion 5: Programs of Study


The University has reviewed its programs of study over the last four years and rationalized undergraduate programs, while also implementing new programs at the postgraduate level. In this way, the University has demonstrated an appropriate concern for cost-effectiveness and consolidation of its programs. Such concern is especially important as it is evident that growth in faculty is not commensurate with the increase in student numbers, and many academics carry heavy workloads that inhibit their ability to focus on quality improvement. In response to agreed national priorities supported by donor funding, an expansion of midwifery and nursing programs is currently underway.

PAU has maintained professional accreditation for accounting programs (CPA) and obtained recognition by the PNG Nursing Council for its nursing graduates. Further opportunities for professional accreditation internationally may exist and PAU is encouraged to consider these. Most programs are recognized by the International Board of Education, and consequently the AAA, but there are some programs that have not yet obtained this recognition, which the University should address as a priority.

PAU has yet to complete an up-to-date academic master plan, although this work is expected to be undertaken in the context of the institutional master plan that is in development. The requirements for development of new proposals have been extended, to include greater consideration of market demand and financial sustainability, and the University is encouraged to ensure that these requirements are met for all programs. The University has recognized a need to define its approach to a core curriculum and to develop policy and processes for students with disabilities.

Various quality assurance policies have been developed, and some have or are being implemented, most notably in the School of Science and Technology. A comprehensive subject outline is required for all subjects taught within programs, which is good practice, and helps to advise students what they are expected to achieve and how they will be assessed. These outlines give opportunities for peer review and feedback by, for example, the DVC and the Dean of the School of Science and Technology. In this way, the appropriateness of assessment, among other aspects, can be moderated prior to a subject being offered. All Schools are encouraged to continue to move forward with the implementation of these processes of review and moderation, which are consistent with the University’s Academic Quality Assurance Policy. The subject outlines also support the use of criterion-referenced assessment, as discussed below.

Some of these policies and practices are still quite new and the University may need to do more to explain their purposes and rationale to all academics. Annual School-based program reviews have been completed for five of the six Schools, but they are yet to be widely used as a tool for reflective discussion within the School.

In 2012, as scheduled, the School of Science and Technology conducted a curriculum review with external input and, as a result, has had a revised curriculum approved. Other programs are scheduled for curriculum review, although the School of Theology has not yet succeeded in undertaking its 2012 scheduled curriculum reviews.

The University aims to have active external advisory committees for all programs and Schools are being encouraged to continue their establishment and support. The curriculum reviews and


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external advisory committees provide opportunities for benchmarking the expected and achieved standards within the University’s academic programs, but PAU needs to find additional means to benchmark its programs and graduates, to assure their standing internationally.

The University has made strenuous efforts in 2012 to reactivate a systematic process for student appraisal of subjects: results from previous years have been processed and are now available to faculty. Students’ suggestions for improvement, however, are not yet systematically reviewed and acted on by faculty, although there are some areas of good practice in this regard.

PAU has yet fully to address a recommendation from the 2008 site visit report in regard to its use of scaling in assessment (i.e., to implement criterion-referenced rather than norm-referenced assessment) and its practices for student assessment. Data provided by the University, and other evidence from the site visit, indicate a range of concerns over assessment practices at the University, including: the use of scaling; high failure rates; inadequate or untimely formative feedback to students for some subjects; grade distributions that cluster strongly around the lower end of the pass scale; over-assessment in some subjects; and inappropriate assessment. A careful analysis of grade distributions by the University in 2011 confirms the existence of some issues. The incidence of plagiarism by students is not known but concerns have been expressed over its extent and over the ability of faculty to detect and deter plagiarism.

The use of grading rubrics, which support criterion-referenced assessment, is increasing. There appears to be no sound academic reason why the University should not now move to adopt criterion-referenced assessment as the cornerstone of its assessment policy. At the same time, PAU needs to review its assessment practices and policy guidance on assessment, and from this, to assist all academics to improve their understanding and use of the principles of valid, equitable, and helpful assessment of students’ work.

Admission and probation processes are well-documented and adhered to, but should be kept under review, particularly entry requirements. Academics and student administration staff at PAU demonstrate significant concern over student retention, and are keen to consider strategies to reduce failure and withdrawal rates, as well as decreasing the number of students on academic probation. Further forensic analysis may be needed to uncover the causes, some of which will be due to factors beyond the University’s control, such as finances, but others will be ones that PAU can consider addressing. Relevant factors may include assessment practices, but are likely to include as well the under-preparedness of some students for tertiary study, a known issue in regard to PNG students. The University has been considering the provision of dedicated academic language and learning support to assist its students who are struggling in their studies. There is an opportunity for PAU to be a leader in PNG in the provision of this support, which would assist academics to teach to level and thus to improve both the quality and quantity of its graduates.

Other matters that would assist the University to better monitor and evaluate student performance include computerization of student data on progress and grades, and a more comprehensive approach to obtaining feedback from graduates and employers. Several Schools have made efforts to obtain this information but a University-wide systematic approach may be needed.

Research activity at the University is gradually developing. Since 2008, PAU has established a Research and Ethics Committee as well as a Postgraduate Studies Committee, and appointed a Director of Research and Postgraduate Studies. PAU academics are participating in four


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externally funded external research projects: (1) the “Male Circumcision for HIV Prevention in PNG” funded by NHMRC, Australia, (2) the ‘SDA Responses to HIV in PNG” funded by AusAID through the Research Advisory committee for NACS, (3) the “Increasing vegetable supply to central province through market chain analysis” study funded through ACIAR, and (4) the “Women and Youth in Agriculture” study also funded through ACIAR. In addition, there were five external consultancy projects, two for Certified Practising Accountants, and three environmental impact studies by the School of Science and Technology. The number of publications that are peer-reviewed is still very small and, apart from one funded project, there is no record of any external consultancy activities.

The University has a short research policy and a consultancy policy, and has developed a Postgraduate Studies Research Degree Handbook. The need for a more detailed research strategy, outlining areas of focus and structured incentives to increase research output, is recognized by PAU, as is the risk of enrolling too many research students without adequate depth of supervision in the specific topics that students wish to research. Procedures for ethics clearance need to be formalized and arrangements made to ensure appropriate review of proposals needing ethics clearance in accordance with international norms.


In the AAA visit of 2008, there were 20 recommendations pertaining to Criterion 5: Programs of Study. There were separate recommendations for each of six Schools at PAU. The institution has fully complied with 12 of these recommendations, although one of these recommendations, concerning development of research activity within the School of Business, should be regarded as ongoing.

Of the 8 recommendations that are in progress, 2 relating to the School of Theology are considered under Criterion 12. A recommendation on a mission statement for the school of Business should await finalization of the new University Strategic Plan, while a recommendation on performance appraisal in the School of Education should be addressed in the implementation of a University-wide performance management and professional development system. Recommendations to the School of Business on a register of graduates and exit surveys, and to the School of Education in regard to church employers, now need to be incorporated into University-wide systematic actions. A recommendation regarding practicum for School of Education students in PNGUM schools should continue to be addressed by the School.

There was one recommendation under Criterion 6 that has been considered under this Criterion 5, namely recommendation 8, which asks PAU to consider moving to a criterion-referenced assessment policy. This recommendation is stated to be ‘in progress’ in 2012: an ad hoc committee of Academic Senate is reviewing the University’s scaling policy. Some policies and practices at PAU support criterion-referenced assessment, such as the use of grading criteria (rubrics) in subject outlines and the new Quality Assurance Policy. PAU notes that two new committees of Academic Senate, the Quality Enhancement Committee and the Teaching and Learning Committee, will be able to assist in the implementation, monitoring and improvement of assessment practices.


1. The School of Science and Technology for the process and outcomes achieved of its thorough curriculum review, which will help to ensure the curriculum is comparable to those


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of other universities, and which provides a good example for other Schools (Self-Study report; interviews with faculty and Administration).

2. The DVC and Academic Senate for providing and starting to implement clear policies for academic quality assurance, including the Academic Quality Assurance Policy, School-based program reviews, formal curriculum reviews with external involvement, and external advisory committees, which will maintain and enhance academic standards at PAU (Self-Study report; interviews with faculty and Administration).

3. The Administration and Schools for recognizing the need to rationalize and consolidate programs of study to ensure cost-effective operations, for achieving this rationalization, and for successfully introducing postgraduate programs, many of which have a substantial research component (Self-Study report; interviews with Administration and faculty).

4. The DVC and faculty, for ensuring that there are comprehensive subject outlines available for all subjects taken within programs, which provide students with a clear guide to their expected learning and how they will be assessed (Self-Study report; interviews with faculty, students and Administration).

5. The School of Science and Technology, for undertaking a survey of graduates for the past five years and for the developing efforts with others, such as the School of Business, to maintain a register of past graduates, which will assist in strengthening ties between PAU and its alumni (Self-Study report; supporting documentation).

6. The academics at PAU, for their commitment to fulfilling their teaching obligations when student numbers have increased rapidly, which demonstrates a student-centred philosophy of service (interviews with faculty and students; direct observation).

7. The DVC and Director of Research and Postgraduate Studies, for their efforts to ensure that postgraduate students are well-supported in their studies, including the provision of appropriate policies and facilities (interviews with administrators, faculty, and students).


1. *That the Academic Senate, DVC, deans, and faculty implement a policy of criterion-referenced assessment and improve assessment practices across the University, both formative and summative, to ensure these practices are valid, fair and effective (Self-Study, Part A, p. 10; interviews with Administration, faculty and students; direct observation). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 site visit report.

2. *That the Administration ensure that a detailed proposal (including a market survey and 5-year financial projections) be prepared for each degree program proposed by the institution, and that these program proposals be reviewed and recommended by the University Council and by the South Pacific Division Department of Education, and receive corresponding approval by the International Board of Education prior to implementation (interviews with administrators; programs of study listing). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 AAA site visit report.

3. *That the Research and Ethics Committee, working with the Director of Research and Postgraduate Studies and faculty, develop and commence implementation of a focused


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research strategy for the University (interviews with Administration; Self-study supporting documentation).

4. *That the DVC, Teaching and Learning Committee, Schools and faculty ensure that the religion requirements for all programs, including any new programs, align with the corresponding AAA expectations, and that all staff are supported to better integrate faith and learning in their teaching activities (Self-Study report; interviews with students).

Note: The AAA expectations read as follows:

Undergraduate: Every teacher is encouraged to integrate faith with the discipline in all courses. Three semester (four quarter) credits of religion courses are required for each year of full-time study for a minimum of 12 semester (18 quarter) credits for a four-year degree or 3 semester (4.5 quarter credits) for every 32 semester (48 quarter credits). Half of the credits must be based on study of the Bible.

All courses must be taught by a member of the religion/theology department who has a minimum of a master’s degree in the discipline or a master’s degree and 12 semester (18 quarter) graduate credits in theology/ religion. Institutions may adopt variable structures and provide evidence of attainment of student learning outcomes and content mastery otherwise covered through the inclusion of specific religion/theology coursework. Institutions are responsible for justifying and documenting the qualifications of its faculty, including adjunct faculty.

Graduate: Every teacher is encouraged to integrate faith with the discipline in all courses. Two semester (three quarter) credits of graduate-level religion/theology courses are required for each year of full-time study (or the equivalent). At least one course must be based on study of the Bible.

All courses must be taught by a member of the religion/ theology department who preferably has an earned doctoral degree in the discipline or a master’s degree and 18 semester (27 quarter) graduate credits in theology/ religion. Team-taught courses in which disciplinary knowledge is combined with religion/ theology are acceptable (e.g., business ethics, religion and medicine) but the prefix and primary oversight must come from the religion/theology department. Institution may adopt variable structures and provide evidence of attainment of student learning outcomes and content mastery otherwise covered through the inclusion of specific religion/theology coursework. Institutions are responsible for justifying and documenting the qualifications of its faculty, including adjunct faculty.

5. That the Administration conduct, and that the University Council review, a formal study of the educational needs of its constituency and of the Church within its constituent territory, and subsequently incorporate into the institutional Strategic Plan those programs and areas of study that will best contribute to meeting these needs. Factors to be considered in the study include: (a) identification of the sources of potential students, (b) national workforce priorities and projections, (c) competitors in the education sector, and (d) the needs of potential employers—denominational, public, and private (interviews with administrators, representatives of the University Council, faculty, and students).


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6. That senior management provide dedicated student learning support, through a foundational studies program and/or an academic learning center or similar, to help improve the retention and success of students (interviews with Administration, faculty and students).

7. That faculty fully apply the Academic Quality Assurance Policy, with an emphasis on benchmarking PAU’s desired and achieved academic standards with those of programs and students in other institutions (self-study report; interviews with Administration and faculty).

8. That the DVC, Teaching and Learning Committee and faculty ensure that all lecturing at PAU is informed by current scholarship or research in the discipline area being taught, and that this be part of the Performance Management and Professional Development (interviews with Administration and faculty).

9. That the DVC and faculty take more active measures to deter and detect plagiarism among students, monitor the incidence of plagiarism, and ensure that there is consistency in the treatment of any cases of academic misconduct (interviews with faculty and Administration).

10. That the DVC and senior management, with faculty, ensure that all academic staff are able to make teaching and information resources available to students online through the development and implementation of a learning management system (interviews with Administration, faculty and students).

11. That the Director of Research and Postgraduate Studies, working with faculty and Administration, clarify the roles of the Research and Ethics Committee and the Postgraduate Studies Committee, and develop formal procedures for ethics review of research proposals, including requirements for persons external to the University to participate in ethics reviews (Self-Study report; interviews with Administration).

12. That the DVC and School Deans ensure that all faculty receive the results of the student assessment of subjects in a timely manner, and that these assessment results serve as a core input for an annual review of individual faculty performance (interviews with faculty and Administration).

13. That the DVC and Director of Research and Postgraduate Studies accept candidates for postgraduate programs with significant research requirements only when they can guarantee the availability of appropriately qualified active researchers at PAU as primary supervisors, and that the use of co-supervisors from other institutions be expanded (interviews with students and Administration).


1. That the Registrar, DVC and faculty continue to keep admission criteria under review, and further investigate and address the reasons for the difficulties experienced by some students, to improve retention and success of students (Self-Study report; interviews with Administration and faculty).

2. That, as part of its review and improvement of assessment practices, the DVC and Academic Senate develop policy guidance for faculty on assessment in respect of students’ English language proficiency.

3. That improvements made by Schools and faculty as a result of students’ appraisal of subjects are communicated to students (interviews with faculty and students).


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4. That the DVC and Schools seek additional opportunities to obtain professional accreditation for programs of study (Self-Study report; interviews with Administration)

5. That the Schools continue to establish, maintain and use external advisory committees for the improvement of their programs, including the responsiveness of programs to the needs and expectations of employers (Self-Study report; interviews with faculty)

6. That the DVC and Academic Senate consider the need to more clearly articulate the generic qualities and skills that its graduates will exhibit and ensure that all programs are designed to ensure the achievement of these (Self-Study report; interviews with students).

7. That the Administration, Schools and faculty further explore links with other universities and the possibilities for staff and student exchanges or joint teaching, and expand the conduct of joint research activities (interviews with faculty).

8. That the Administration and Schools explore options, pending the implementation of national systems, to computerize information on students, including their progress and results, to efficiently produce reports for use by Schools, faculty and Academic Senate and its committees (interviews with Administration and faculty).

9. That the Administration review the facilities available to ensure the security of examination papers and consider making available additional, secure storage space to ensure the integrity of the examination process.

10. That Academic Senate clarify the university’s approach to the use of a core curriculum across all programs and define requirements for students.

11. That the DVC and Administration, working with Academic Senate, further develop policy and procedures on support for students with disabilities.

12. That the DVC, Schools and faculty commence exploration of blended learning by supporting on-campus students through this modality.

13. That the Academic Administration consider the advisability of requiring all students to take a foundational course in technology (computer skills) unless they are able to demonstrate an acceptable level of competency.

14. That the School deans and faculty conduct a curriculum review to ensure that content is discrete from subject to subject within programs of study.


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Criterion 6: Faculty and Staff


Pacific Adventist University reports that there are total of 213 employees on campus, with 47 of these within the academic and teaching functions of the institution. The remaining employees are classified as administration and support staff. Faculty and staff at PAU have varying qualifications, with the teaching faculty having a range of academic degrees from baccalaureate level up to the minimal expectation of a master’s level, as well as an increased number of doctoral degree holders. Improvement in this area has been noted since the last visit in 2008, with an intentional plan to continue to advance targeted faculty to levels of desirable qualifications.

Administration has been active in developing policies and processes to enable the advancement of faculty in the areas of qualifications and rank advancement. These policies have been recently introduced and require continued attention and commitment to achieve the stated goals. There have also been improvements in the communication between administration and faculty/staff, and a continued commitment by administration to ensure openness and a willingness to listen to the varied groups of individuals on campus. Attention needs to continue to be given to this area until it becomes a firmly entrenched and fundamental part of institutional culture.

Interviews were held with representative groups of faculty and staff as well as individual interviews with several representatives from each group. There is a perception among many employees that there needs to be improved communication developed between administration and faculty and staff. This was also noted by the previous AAA visiting team in 2008.


In the AAA visit of 2008, there were 13 recommendations pertaining to Criterion 6: Faculty and Staff. The institution has fully complied with 5 of these recommendations.

An additional 7 prior recommendation are in progress, but not yet fully completed. These include recommendations on implementing a lecturer appraisal process with an annual review, creating a timeline for implementation of the leadership section of the strategic plan on an annual basis, as well as the publication and dissemination of a faculty handbook. Other recommendations in progress include cultivating a culture of advance planning within the academic sphere, consideration of moving to a criterion-referenced based system of assessment (moved to Criterion 5), developing a two-way communication system between administration and faculty regarding faculty workload issues and professional development, as well as improving regular lines of communication regarding policy and practice.

It is the opinion of the team that adequate work is being done to fully accomplish several of these actions within a reasonable amount of time, with the others needing more substantive progress, thus being included in the list of recommendations for this criterion as noted below.

The institution indicates that it has no plans to implement one of the prior recommendations which proposed that administration review the annual leave policy to ensure equitable treatment for national staff, who perceive the policy to be unfair. Administrative response indicates that after review the policies did not appear to place the national staff in an inequitable situation.


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1. The Administration, faculty, and staff, for high levels of commitment and dedication to the mission of Adventist education and its expression at Pacific Adventist University, which provides for a strong loyalty to the institution and a commitment of excellence to the students (interviews with Administration, faculty, staff, and students; direct observation).

2. The Administration, for developing and implementing faculty-related policies, such as the Academic Ranking Policy which clearly delineates the ranking processes being introduced at Pacific Adventist University (PAU) and which will provide an equitable basis for rank advancement, as well as the Staff Advanced Study Planning Policy which defines the planning processes for developing PAU’s human resources (Academic Ranking Policy; Staff Advanced Study Planning Policy; interviews with administration and faculty).

3. The Administration, for appointing a Director of Research to plan and coordinate the research agendas of the various faculty members, as well as to enhance the research possibilities across the faculty (Self-Study, p. 62; interviews with administration).

4. The Administration, deans, and faculty, for a significant increase in the level of qualifications among the teaching faculty, with the goal of continued emphasis and planning for improvement in this integral area of academic expectations, in order to ensure a well-qualified professoriate (Self-Study, p. 57; interviews with administration).

5. The Administration, for developing a comprehensive workload policy which addresses teaching, research, and other academic activities and expectations of faculty (Academic Workload Policy; interviews with administration and faculty).


1. *That Administration and the deans prioritize academic planning, which would include a greater planning horizon for the publication of the academic calendar, class timetable, examination schedule, and meeting dates for all major committees (Self-Study, Part A, p.11; interviews with faculty; direct observation). Note: This recommendation is based on a major recommendation from the 2008 AAA report.

2. *That the Administration develop and implement a strategic plan to ensure that all faculty are qualified in the area of teaching with a pertinent specialization at least one level above that which they are teaching (interviews with administration, deans, and faculty; review of academic documentation).

Note: While someone who holds only a baccalaureate degree would be considered qualified to teaching an independent and terminal certificate or diploma, if these are nested as part of a baccalaureate degree (i.e., the credits are counted toward the baccalaureate degree), the faculty member must hold a minimum of a master’s degree.

3. *That Administration, in concert with the appropriate University Council committees, review the impact of the rapid enrolment growth in the past five years on university systems across campus and specifically focus on issues relating to the work environment of faculty and staff, including (a) appropriate faculty to student ratios to ensure quality educational delivery, and (b) adequate information technology for faculty, library, and staff responsibilities, as well as ensuring the campus internet system is meeting the needs of all essential functions for faculty and student library research (interviews with faculty and staff; direct observation).


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4. That Administration continue to improve the lines of communication with faculty and staff, ensuring that faculty/staff input is reflected in the policy decisions and campus planning (Self-Study, Part A, p. 11; interviews with faculty and staff). Note: This recommendation is based on a recommendation from the 2008 AAA report.

5. That Administration annually provide professional development opportunities in (a) the philosophy of Adventist education and/or the integration of faith and learning for all faculty and support staff, (b) in the areas of expertise for each category of employee, and (c) for faculty, in enhanced pedagogy (interviews with administration, faculty, and staff).

6. That Administration assess the workloads of the IT Department to ensure that there is enough human resource capacity to meet the needs of the current faculty/staff requirements as well as that of projected growth in both faculty, staff and the student body (interviews with faculty and staff, observations).

Note: Given student enrollment, the number of IT personnel at the University is below what would be typically expected at comparable institutions.

7. That the Administration develop and implement a model to provide adequate teaching faculty and support staff, commensurate with the size of the student body, and providing adequate administrative time for deans and proper utilization of GTAs (interviews with administration and faculty; direct observation).

Note: While GTAs at the master’s level can be assigned roles in tutoring, marking, lab or field supervision, and other faculty-support functions, it is not appropriate to assign courses to be taught by students at the master’s level.


1. That the Administration actively seek ways to further develop collegiality among the faculty and staff and to provide regular positive commendations and affirmations so that the employees feel a sense of appreciation for their loyalty and commitment to their areas of responsibilities, to the students, and to the institution (interviews with faculty and staff).

2. That the Administration seek to enhance an understanding of how each employee is contributing or can contribute toward the vision and mission of the institution in their areas of responsibility (interviews with faculty and staff).

3. That the Administration and deans seek ways to further enhance the Graduate Teaching Assistant initiative to allow for greater support systems to faculty who have large classes (interviews with faculty).

4. That the Administration, in collaboration perhaps with the teacher training program, seek to provide support staff with adult education opportunities, as needed (interviews with administrators and support staff).

5. That the Administration periodically have separate meetings with professional and with support services staff, in order to provide a forum to share ideas, communication of group-specific information, and address matters of particular relevance to this group (interviews with administrators and support staff).

6. That the Administration implement a formal induction program for all faculty and staff (interviews with administrators, faculty, and staff).


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Criterion 7: Library and Resource Centers


The PAU library offers an essential function in the learning support system provided for the academic community. Currently the library has total book holdings of 148,132, total journal records of 2344, and total current subscriptions of 557. Of the electronic databases, three are subscribed and three free, with 127 CD-ROMs and a total of 2,689 items in recent additions.

The librarian leads a cohesive team of dedicated staff members who are working strategically to provide the best learning support possible under what at times are challenging circumstances. The significant increase in recent enrolments and the associated decrease in bandwidth per student has generally overloaded the ability of the library to provide adequate internet access for students and staff alike.


In the AAA visit of 2008, there were 4 recommendations pertaining to Criterion 7: Library and Resource Centers. The institution has fully complied with 2 of these recommendations. The other 2 recommendations are in progress.


1. The Librarian and library staff, for creating a children’s and a women’s section in the library, which makes significant contributions to these special populations and is proving so popular that space in these areas is becoming a challenge (Self-Study, p. 68; direct observation; interviews with staff and students).

2. The AVS officer, for the plan to install and upgrade data projectors for classrooms, enabling a greater variety of resources to be shared with students (Self-Study 7.9, p. 72; direct observation).

3. The Librarian, for taking steps to develop a team spirit amongst the staff by providing incentives and celebrating work well done with items of appreciation and low key celebrations. (Self-study p. 7.11, p. 72, Interview)


1. *That the PAU Librarian continue to develop collaborative endeavors among the libraries and library staff of the Moresby, Sonoma, and Fulton campuses (interviews with administrators and staff). Note: This recommendation is based on a partially fulfilled recommendation from the report of the 2008 site visit.

2. *That the Administration develop and implement a plan to progressively increase the allocation for library acquisition to a target of 5% of tuition income.

Comment: The American Association of Libraries recommends 6% of tuition income, and the Adventist Association of Librarians recommends 5%. This allocation is to be used for increasing the collection of books and journals, and providing access to online full-text databases. The regular operation of the Library remains a separate part of the institutional budget.


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3. *That the Administration provide the library with more reliable and adequate internet and electronic database access for the academic community (Self-Study 7.7, p. 71; interviews with students and library staff; direct observation; supplied logs)

4. That, in view of the importance of digital technologies to learning and scholarship, the administration review the adequacy of IT support and services and develop a plan to guide and manage major future developments (interviews with administration, faculty, support staff, and students; direct observation).

5. That the Administration support the need to provide ongoing professional development for the library staff to ensure meeting institutional goals as delivered by the library (Self-Study 7.12, p.73; interviews with library staff).

6. That the library staff, school deans, and faculty collaborate to ensure that outdated (non-classic) books are culled and current books added on a continual basis to improve the academic support of the students (Self-Study, p. 68; observation, interview with students and library staff).


1. That the Administration, in consultation with the IT department, research the feasibility of providing tablets for each student in an effort to reduce the need for computer suites. The research should identify the infrastructural requirements to ensure such a provision is an asset to student learning rather than a liability (direct observation; interviews with administrators and faculty).

2. That the Administration and the library continue to vigorously explore national or consortium options for electronic access to a wider range of journals and academic publications (interviews with support staff; review of library documentation).


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Criterion 8: Academic Policies and Records


Academic policies ensure a consistent and robust method of regulating the academic program of the university. The list of relevant policies is readily available to students and staff via the university website and also in hard copy form.

Student records, while being filed and stored, are not easily accessible, leading to a degree of frustration being experienced by staff and past students wishing to undertake further study or applying for employment.

Current students are experiencing a wide timeframe for assignment marking. This is due to a number of factors including in some cases, the impact of large class sizes.


In the AAA visit of 2008, there were 7 recommendations pertaining to Criterion 8: Academic Policies and Records. The institution has fully complied with 3 of these recommendations. The other 4 recommendations are in various stages of progress and work is continuing towards their completion.


1. The Administration, for establishing a regular review schedule of PAU academic policies, ensuring that they remain current and able to address the impact of changes in the academic community and programs of the University (interviews with administrators and support staff).

2. The Registrar, for reviewing the policy needs of PAU against other providers of tertiary education both locally and internationally, thus ensuring a safety net exists for future developments and challenges that will face the University (interviews; document analysis).

3. The Administration, for publishing the University’s policies on their website and providing easy access for students through the publication of the PAU Academic Bulletin 2012, which allow both students and staff to be fully cognizant of the procedures and requirements of their respective academic areas (interviews with support staff; policy review; observation).

4. The Administration, for the continuing efforts being made to ensure the operation and integrity of the Affiliation agreements with the Sonoma Adventist College and Fulton College, allowing students and staff of these institutions easier transportability of information and learning between the respective campuses (interviews with administration, faculty, and staff; review of affiliation documentation).


1. *That the Administration provide facilities to enable better storage of student records, that will allow easier and more efficient access for the Records department (Self-Study, p.77; direct observation; interviews with support staff). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 site visit report.

2. That the Administration and Registrar ensure that the student management system, when introduced electronically, is capable of full integration with the student financial management system, thus reducing the need for double entry on separate electronic systems (Self-Study,


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p.77; interviews with administrators and support staff). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 site visit report.

3. That Administration and the Registrar benchmark the full set of University policies against local and international institutions, and develop a policy library to be made available on intranet (interviews with administrators, faculty, and staff; direct observation).


1. That a review of the Internet use policy be made with the view of allowing students to manage their accounts on a monthly or weekly basis, rather than a per day basis. This will provide students with longer timeframes to download and research information while simultaneously working on assignments (interviews with faculty and students; direct observation).

2. That an online system be developed to allow students to enroll in their courses and to view progress (including subject grades) in completing their programs of study (interviews with students and staff; direct observation).


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Criterion 9: Student Services


There are a total of 574 students residing in the dormitories. Four dormitories provide accommodation for 307 female students, while 246 male students are accommodated in 5 dormitories. An extension to the female dorm will provide an additional 48 beds for 2013. There is a full-time dean of women, and a full-time dean of men, with a number of student assistants in each case. There is also a part-time dean responsible for 48 students living in the married quarters.

A full-time Student Services Department Director oversees all non-academic matters. A student counseling service is provided, headed by a qualified part-time director, with 4 part-time assistant counselors. On average 6 clients visit the counseling center on a daily basis to seek assistance in various aspects.

A clinic is operated on campus to attend to various clinical needs of the University, but not limited to extending its services to its neighbors outside of the University. The clinic attends to minor cases, but is also equipped to attend to minor operations and the delivery of babies. Three full-time qualified nurses provide this much-needed service on shift basis.

The food services department is staffed with 11 full-time workers and an acting director. All food service staff are employed based on experience, while one is a qualified chef. From student interviews conducted, concerns raised in regards to food were in favor that food quality and quantity was not significant issues, although food preparation was deemed less than satisfactory.

Student work line is essential to the University as it supports the development of meaningful work attitudes and habits. Married students are required to work 7 hours, while resident students work 8 hours per week. The work line program has been reviewed and structured to teach lifetime skills to students, while at the same time contributing towards University development. Students and alumni interviewed perceived work line as beneficial in a variety of ways.

Other service includes mini-mart, banking, bookstore, and the security service. Since the mini-mart was outsourced to a private individual, service has greatly improved. It is open the entire day and sells basic items required by students and staff. Recent introduction of an ATM has made it possible for students and staff to withdraw money on the premises.


In the AAA visit of 2008, there were 9 recommendations pertaining to Criterion 9: Student Services. The institution has fully complied with 3 of these recommendations, and partially fulfilled 3 recommendations. The other 3 recommendations have not been fulfilled because they were considered not a priority. In 2 cases, the team concurs that these matters are not of sufficient importance as to be reiterated in this report.


1. The Student Services Director and personnel for being strategic and intentional in their approach to meet a major goal of the University, experiencing Jesus Christ. A variety of well-planned spiritual activities, such as dormitory worships and Bible studies, have been conducted for students, resulting in 33 baptisms to date in 2012 (interviews with administrators, staff, and students; Self-Study, p. 85).


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2. The Administration for their foresight in establishing, and for the counselors in providing, a quality counseling center that is regularly used by students seeking professional counseling services (direct observation; interviews with students; Self-Study, p. 86).

3. The Administration, for taking a positive approach in addressing student accommodation needs in organizing the construction of 5 bunk houses, as well as additional buildings currently in construction stages (direct observation; interviews with administrators and support staff; Self-Study, p. 86).

4. The boarding students, for their ability to understand the crowded situation in the dormitories as a result of the increased enrolment, and the student services full-time staff, for endeavoring to make necessary adjustment in order to better accommodate the change created by the increased student number (direct observation; interviews with students and support staff).


1. *That the Administration improve significantly the problems of ventilation in the residence halls (direct observation; interviews with students and support staff). Note: This recommendation is based on an unfulfilled recommendation from the 2008 site visit report.

2. *That the Administration employ at least one full-time counselor, given the extent of the student population and to avoid conflicts of interest which can arise when exclusively utilizing part-time counselors who also have instructional responsibilities (interviews with administrators, support staff, and students).

3. That the Student Services Director and the Administration develop a policy guideline that clearly provides a balance between counseling process, pastoral care, and disciplinary procedures, safeguarding confidentiality and protecting against conflict of interest (interviews with administrators, support staff, and students).

Note: Conflict of interest may include a counselor who also serves as a faculty member or who participates in a disciplinary decision. Caution should also be exercised in terminating students who evidence substantive progress in rehabilitation.

4. That the Director of Student Services, in consultation with the DVC develop a formal secondary transcript outlining records of work-line learning, leadership positions held, and participation in community service, among others, which will be issued to students and other entities together with the academic transcript.

Note: This document, increasingly utilized by tertiary institutions can serve as a form of character reference recognizing skills acquired, and can place graduates at a distinct advantage when seeking employment.

5. That the Director of Student Services and the Administration provide avenues for Student Services personnel to receive professional development in areas of specific responsibility, through in-service activities and attendance at professional events (interviews with administrators and support staff).

6. That the Director of Student Services and the PAU Student Association seek the views of students and develop programming to broaden the social and recreational opportunities available to students (interviews with administrators, support staff, and students).


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7. That the Administration develop means through which student representation be more widely incorporated throughout the University, in order that the student voice be more effectively heard (interviews with administrators, support staff, and students; document analysis).


1. That the Administration give study as to whether student attendance at some proportion of institutional assemblies and worship services (for dormitory students) should be required, perhaps in a similar way in which attendance is expected for a proportion of class periods, given the institutional philosophy of whole-person development (interviews with administrators and students; direct observation).

2. That the Administration give due consideration to the appointment of a dean for external students, who would care for the welfare of this student group, including personal visits to their places of residence (interviews with administrators, support staff, and students).

3. That the Administration appoint a permanent cafeteria supervisor, and seek to appoint a person who possesses certain fundamental qualifications in food services and in the area of nutrition (interviews with administrators, support staff, and students).

4. That the Administration consider appointing an assistant dean of men and an assistant dean of women, given the size of the internal student body (interviews with administrators, support staff, and students).

5. That the Administration upgrade and/or acquire new cooking and baking equipment in order to better serve the increased student populace (direct observation; interviews with support staff).

6. That the Administration consider creating room for duty nurses to have privacy, particularly during night shifts (interviews with support staff; direct observation).

7. That selected students be trained in required trade skills in order to perform simple tasks such as replacing light bulbs, mending leaking water taps, etc. In doing so, it will reduce the backlog of minor repair tasks (interview with deans and students).


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Criterion 10: Physical Plant and Facilities


As the University increases in enrolments and new infrastructure has been added, the maintenance programs undertaken by Support Services have needed to expand and to become as cost effective as possible. This has been achieved through a range of initiatives. PNG is experiencing a sustained mining boom which has led many non-mining sector institutions to face increased challenges in purchase of essential equipment, the maintenance of equipment through the availability of parts, and the availability of skilled maintenance staff.


In the AAA visit of 2008, there were 14 recommendations pertaining to Criterion 10: Physical Plant and Facilities. The institution has fully complied with 6 of these recommendations. A further 3 recommendations are in the process of being completed and 3 further recommendations have not been implemented as the issue concerned had been resolved in other ways. The institution describes 2 prior recommendations as ‘Issue Unknown’.


1. The Administration, Support Services Director and maintenance staff, and the Residence Directors and staff, for initiatives in significantly reducing water usage and electricity consumption, despite a significant increase in student numbers, which has resulted in University savings and modeled positive environmental and stewardship practices (direct observations; interviews with administrators and support staff; Council minutes).

2. The Administration, Bursar, and Support Services Director, for implementing a monthly stocktaking program for the management of stock held for maintenance work, which has ensured the availability of parts and equipment and reduced stock losses (interviews with administrators and support staff; Council minutes).

3. The Support Services department for the presentation of the campus, which creates a positive learning environment and a positive public perception of the University (direct observation; Survey data).


1. *That the Administration ensure that the institutional Occupational and Student Health & Safety Committee is performing its function satisfactorily (interviews with administrators and staff). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 site visit report.

Note: Ideally, there should also be an Occupational Health and Safety subcommittee of Council.

2. *That the Bursar and Administration establish a training budget for qualifying suitable individuals to obtain building qualifications so that the present skill shortage in the area of campus maintenance can be addressed (interviews with administrators and support staff; Self-Study).

Note: It is suggested that the institution consider the program and graduates of the Diploma of Building at Sonoma Adventist College.


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3. That the Bursar and Administration give study to the feasibility of purchasing a compacting rubbish truck, so that rubbish collection can be conducted more effectively and the buildup of litter reduced to a minimum (direct observation; interviews with support staff and students). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 site visit report.

4. That the Support Services department develop and implement a plan in order to reduce equipment downtime due to breakdowns, so that essential workflows and maintenance schedules can be maintained (interviews with support staff; direct observation; Self-Study).

5. That the Administration endeavor to move all maintenance workshop services and equipment to one location and that maintenance workshops be made more secure, so that work can be completed more efficiently and with less loss of equipment (direct observation; interviews with administrators and support staff).

6. That the Director of Student Services continue to expand the student orientation program for all commencing students so that they are trained in the proper use of residential items (such as taps, showers, toilets, stoves, etc.) so that equipment failure due to inappropriate use of equipment is reduced as much as possible (direct observation; interviews with administrators and support staff).


1. That the Bursar and Administration investigate the viability of setting up a bulk diesel storage facility, with a view of simplifying sale of fuel to staff and potentially adding income from sales to the community on market day, thereby generating additional revenue and providing a community service (direct observation; interviews).

2. That consideration be given to providing lockable trailers that can be stocked with basic tools and parts which can then be taken to areas of the campus where work is being done to reduce trips back to the maintenance sheds. Alternatively, tricycles can be built that will have a toolbox built on the back to allow workers to traverse campus with equipment more quickly, hence reducing travel time to jobs (direct observation; interviews).


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Criterion 11: Public Relations and External Constituencies


The Pacific Adventist media and marketing team consists of two full-time staff. There is an AV Officer and a Radio Officer. The AV Officer engages in audio visual productions, while the Radio Officer oversees activities pertaining to witnessing to the PAU community as well as Central Province through the institution’s radio station. The AV and Radio departments are pursuing a wide range of activities in their mission to market PAU to the wider community.

The AV and Radio team currently operates in a somewhat limited space. The department has a marketing and strategic plan aimed at online marketing to reach constituencies both within Papua New Guinea as well as the Pacific Islands.

In addition to the AV and Radio departments, the various schools of PAU generate a number of helpful community projects, evangelistic events and witnessing activities that involve the University in the life of the community (Self-Study, p.101; interviews with staff and alumni).

The Alumni Association was established in 2007, but was not registered until 2010. Since then, however, there have not been any significant activities or projects developed. The alumni is trying to establish chapters within PNG and the wider Pacific Islands to engage graduates in project development and other activities in the institution. The alumni have yet to formalize their relationship with the institution, although they are willing to give input on and support to institutional programs and plans. Communication with the alumni is done through electronic means, such as email and Facebook, which seems to be quite effective in reaching some alumni.

Of the alumni surveyed, 83% agreed that their learning at PAU had equipped them well for their present responsibilities, while 75% agreed that their learning at PAU had equipped them well to serve the Seventh-day Adventist Church.


In the AAA visit of 2008, there were 3 recommendations pertaining to Criterion 11: Public Relations and External Constituencies. The institution has partially complied with each of these recommendations.

The process of liaising with the SPD Department of Education to refine relationship structures is still in progress. The publication “In Touch,” which is targeted at an external and broad Pacific audience, has not yet been published. In addition, effort is still being made to have an executive Officer visit one of the Pacific Island nations every year for marketing purposes, especially liaison with government and agencies which provide sponsorship for student study. The AV and Radio department currently plans to go nationwide as well as reaching the wider Pacific Islands in partnership with PNGUM Adventist Radio.

Also in partial fulfilment of recommendations, the AV and Radio departments have liaised closely with the schools of PAU and 3ABN to use their radio wave transmitter tower to promote PAU and share the Seventh-day Adventist message (Self Study, pp. 15-16; interviews).


1. The AV and Radio departments, for creatively and energetically promoting PAU and the brand of Adventist education throughout the Pacific region through media productions,


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mainstream media advertising, distribution of promotional packages, and through the institutional radio station (Self-Study, pp. 12-14; interviews with staff).

2. The Communications Department, for producing a range of publications and electronic media, both to assist on-campus communication, and to promote the University in PNG and the Pacific, with productions including promotional video, TV documentaries, musical praise programs, and CDs and DVDs (Self-Study, pp. 12-21; interviews).

3. The Administration, AV and Radio departments, faculty and staff, for involving the University with the life of the wider community in numerous ways, including initiatives such as English Language Studies 1, Themes from World History, CADET Practicum, Integrated School-Community Library Project, STEP Program, The Curriculum Bible Class, Philosophy of Christian Education, Practicum/Clinical, Environmental Science Research Projects, Curriculum Math Class, among others (interviews with faculty, staff, and students; Self-Study, pp. 101-103).


1. *That the Administration and Schools introduce a comprehensive process to obtain feedback from recent graduates and employers on the quality of PAU’s education and areas for improvement (Self-Study; interviews with alumni, Council representatives, and Administration). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 AAA site visit report.

2. That Administration endeavor to establish relationships with government (particularly higher education departments) across the Pacific in an effort to pursue recognition and other benefits for PAU students from the eastern Pacific (interviews with administrators and students).

3. That Administration provide funding for AV and Radio programs, as well as institutional publications and marketing productions in an effort to meet the needs of the PNG community and the wider Pacific regions and raise the profile of the institutions among these constituencies (interviews with staff and students; Self-Study).

4. That the Administration re-establish the Public Relations office, including institutional website and publications oversight. Alternatively, that the institution officially designate a PR officer to provide this oversight and to serve as the point of contact for all matters pertaining to public relations (interviews with administrators, staff, and students).

5. That the University Schools increase their engagement with alumni, for example: through inviting alumni to provide guest lectures and student mentoring, and through offering alumni some type of university publication, an annual home-coming event, and/or professional development opportunities (interviews with alumni and faculty).


1. That the Administration appoint an alumni president outside of the institution to liaise and create effective strategic links between the institution and alumni, and to provide input regarding institutional plans and programs (interviews with the alumni and staff; Handbook, p. 33).


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Criterion 12: Pastoral and Theological Education


Following examination of the Self-Study materials, meetings with the faculty of the School of Theology, students, and informal interviews with members of the academic staff, it was concluded that the School of Theology program appears to be providing quality training in theology, biblical studies, and pastoral ministry for ministerial students. The School of Theology also provides the core Bible subjects for all University students. It is in this sphere, particularly, that several important recommendations for improvement are made.


Criterion 12 has been added since the previous AAA visit of 2008. Hence, there are no prior recommendations pertaining to Criterion 12: Pastoral and Theological Education. There were 2 recommendations, however, under Criterion 5: Programs of Study, which addressed matters pertaining to Pastoral and Theological Education. Both of these recommendations are in process of fulfillment.


1. The School of Theology for its commitment to the provision of a high quality ministerial training program aimed at providing qualified Seventh-day Adventist pastors for Papua New Guinea and the island nations of the South Pacific region (Self-Study; review of curriculum documents; meetings and interviews with academic staff; meeting with students).

2. The School of Theology for its efforts in the provision of the core Bible units for all Pacific Adventist University students (Self-Study; meeting with academic staff).


1. *That the School of Theology formally dialogue with the PNGUM and the TPUM regarding ministerial training and internship to ensure that the PAU graduate meets the needs of the field, and that together they develop a better understanding of the evolving profile of the pastor in different parts of the field (interviews with administrators, faculty, and representatives of Council). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 AAA site visit report.

2. *That the Academic Senate appoint a Core Requirements Subcommittee (or Christian Studies Subcommittee) to produce a philosophical framework document for the core requirement unit offerings, tailor certain of the core requirement units to the general university student population (rather than merely offering theology units), and rationalize the number of core requirement units across the Schools and academic programs of the University (Self-Study; meeting with School of Theology academic staff).

3. The School of Theology, together with the PNGUM and the TPUM, strengthen the Practicum in the BA programme by establishing a more formalised feedback process, such as a questionnaire for the pastor in charge of the internship (interviews with administrators and faculty). Note: This recommendation is based on a partially fulfilled recommendation from the 2008 AAA site visit report.

4. That the Academic Administration, in collaboration with the School of Theology, define an enrollment cap for Christian Studies courses, in order to facilitate meaningful conversations


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and student participation in these courses, which are at the heart of a Seventh-day Adventist approach to education (interviews with administrators, faculty, and students).

5. That the School of Theology enhance the practicum program for ministry students by arranging for ongoing practical training with experienced pastoral mentors in the surrounding area, and incorporate a variety of ongoing practicum requirements into the curriculum (Self-Study; meeting with academic staff).


1. That the School of Theology consider the use of guest lecturers in order to cover for specific gaps in fields of study and/or experience. This would be especially valuable in meeting the mentoring needs of the women in the Theology programs, in that there are presently no women lecturers in the School (meeting with academic staff; meeting with students).

2. That the University administration and the School of Theology work together to facilitate formation of an Adventist Research Centre at the University. This Centre can facilitate access the resources of Avondale’s Seventh-day Adventist Research Centre (meeting with academic staff; discussions with the Director of the Avondale Centre).


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Expression of Appreciation

The Visiting Committee wishes to express sincere thanks to the University Council, and the Administration, faculty, staff, and students of Pacific Adventist University for the excellent hospitality extended during the time of this visit, and for all the efforts made to facilitate the visit and to help the team’s work proceed smoothly and efficiently.

Accreditation Recommendation

To: The Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities, General Conference of Seventh-day Adventists, Silver Spring, Maryland

From: The AAA Visiting Committee Date: October 30 - November 1, 2012 The visiting committee appointed to review the function of Pacific Adventist University met on its campus October 30 - November 1, 2012, reviewed the documents submitted by the university, interviewed the administration, faculty, staff, students, and alumni, conducted on-site observations, and makes the recommendation that:

1. The Pacific Adventist University be granted a 4-year continued denominational accreditation through December 31, 2016; with the condition

2. That a written report be submitted to the Executive Secretary of the AAA on the progress made on the implementation of the major recommendations of this report by December 31, 2013, and of all recommendations of this report by December 31, 2015; further,

3. That midway through the accreditation period and before December 31, 2014, with an institutional report submitted one month prior to the visit, an interim team shall visit the campus to review progress made toward fulfilling the recommendations included in this report.

Documents

Copy of PAU 2012 AAA RV Report(2)(2)