Foundational Level Performance:
- Support academic innovation by applying institutional policies and procedures that facilitate new academic offerings and delivery models.
- Participate in initiatives that enhance curriculum flexibility, such as modular scheduling, alternative credentialing, or online learning formats.
- Maintain accurate records, process nontraditional credit, and adapt workflows to accommodate evolving academic structures.
Intermediate Level Performance:
- Collaborates with academic and administrative stakeholders to develop and implement innovative academic structures that align with institutional goals and professional standards.
- Identifies solutions that facilitate the integration of academic innovation into admissions and international credential evaluation, ensuring that new pathways maintain compliance and uphold academic integrity.
- Proposes flexible, student-centered practices that advance institutional effectiveness and timely degree completion.
- Evaluates the impact of new programs and delivery models on enrollment management, registration, and student progression, and adjusts operational processes to support these changes.
Advanced Level Performance:
- Leads strategic initiatives that transform academic operations through innovation, ensuring alignment with institutional mission, accreditation standards, and professional principles.
- Champions cross-functional collaboration to institutionalize new academic models—such as accelerated pathways, stackable credentials, or global partnerships—while ensuring operational readiness across enrollment management and academic operation departments.
- Assesses the long-term impact of academic innovation on student success and institutional performance, and advocates for policies and technologies that support sustainable, scalable change.
- Positions the institution as a forward-thinking, student-focused environment committed to academic excellence and access.
Related Resources
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The Academic Record and Transcript| 2026 Benchmark | Policy, Practice, and Institutional Choice in U.S. Higher Education
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