Statement of Accreditation Status
as of April 2, 2023
Saint Xavier University
3700 W. 103rd Street
Chicago, IL 60655
(773) 298-3301
http://www.sxu.edu
*Previous names: Institution name changed from Saint Xavier College to Saint Xavier University. (1992)
The information on this page describes the accreditation relationship between this institution and the Higher Learning Commission. General information about the Commission and the accreditation process is provided at the end of this document. In addition, links to definitions are provided for many of the terms used.
Accreditation Information
Current status: Accredited
• Action Letter - Continued Accreditation
| Accreditation granted: |
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Most recent reaffirmation of accreditation: 2017 - 2018
Next reaffirmation of accreditation: 2027 - 2028
Upcoming or In-Progress Reviews
| Date | Event | Description |
| 01/29/2024: | Focused Visit | Governance |
| 01/31/2024: | Interim Report | Assessment |
| 2027 - 2028: | Comprehensive Evaluation | |
Most Recent History With HLC
| Date | Event | Description |
| 03/01/2022: | Comprehensive Evaluation | Continue Accreditation with Monitoring |
| 01/26/2021: | Focused Visit | Accepted |
| 06/11/2018: | Comprehensive Evaluation | Reaffirm Accreditation with Monitoring - IAC voted to change Core Component 1.A. from "Met" to "Met with Concerns" to be consistent with the findings of 3.C., 3.D., 4.B., and 5.D. and approved interim monitoring. While the team found 1.A. as "Met" the evidence provided, as well as, the findings in criteria 3.C., 3.D., 4.B. and 5.D. demonstrate that while the mission has been revised and adopted, the full integration of the mission across the institution needs additional attention. While the institution and the team reported that "the programs and services at SXU clearly reflect the mission, evidence was provided by the team that reported that the implementation and execution of the programs and services do not always consistently reflect the spirit and charism of the mission and long tradition of the university focused on respect and human dignity. Student Survey data and discussion with students at the luncheon, for example, indicated that students do not always feel the hospitality, dignity and respect that are so often spoken of as core to the mission." Evidence in the other criteria as provided by the visiting team demonstrates that 1.A. is met with concerns. For example, in Criterion 3.C. the team wrote, based upon interviews and observations "Students revealed issues with inaccurate academic advising and perceptions of poor communication between and among students and faculty when seeking support for learning and navigating the University. This was particularly true for transfer students. The University has lost more than 50 full time faculty in the past three years with faculty expressing low morale, tension and uncertainty regarding the future. Assessment of organizational processes including faculty evaluation, post tenure review, hiring and faculty development for mission, and the advising program has not been consistently implemented nor used for improvement. The team found that the mission does not provide the foundation for the delivery of student centered educational programs." This example and finding suggests that while the mission is clarified, clear evidence that the institution's academic programs, student support services, interactions with faculty, are not currently in sync with the institution's mission. They are, in fact, a work in progress. Hence the decision that 1.A. is changed from "Met" to "Met with Concerns." In addition, in review of the overall mission, faculty, institutional assessment and enrollment stabilization as described in the aforementioned Core Components and, in light of the fact that four of the five criteria are "Met with Concerns," IAC required a focused visit no later than June 2020 to address the areas of concern. The rationale for a focused visit is based upon the fact that four of the five criteria are "Met with Concerns," that faculty issues and concerns exist, enrollment stabilization has been and continues to be a challenge, leadership has consistently changed over the past ten years and in fact, a new provost is in the midst of being hired. A focused visit allows time for the institution to address the concerns and to demonstrate progress on effecting change in these areas which the HLC liaison and team have confidence the institution can achieve. A focus visit aims to provide support to the institution in successfully demonstrating that it is effecting change over the next two years. |
| 06/18/2012: | Financial Panel Recommendation | Accept the recommendation of the Financial Panel, affirming that the institution has addressed the financial issues at a satisfactory level |
General Institutional Information
This section provides brief, general information about the institution’s organization and scope as self-reported by the institution through its annual Institutional Update to HLC.
The U.S. Department of Education publishes a College Scorecard (available at https://collegescorecard.ed.gov/), which allows students to search and compare colleges: their fields of study, costs, admissions, results, and more. Additional information can also be found at nces.ed.gov/collegenavigator/.
Please note: All institutions are required to represent themselves accurately and consistently to multiple agencies. However, some information about institutions may appear differently among agencies depending on the timing of the institution's updates to those agencies or those agencies' definitions or standards. Such agencies should be consulted directly for further information. For example, an institution's "Control" (or "Type") may be categorized differently by the U.S. Department of Education for other purposes under its standards.
Control: Private NFP
Degree programs (number in each category): Bachelors (61), Masters (26)
Certificate programs (number offered): 17
Off-Campus Activities (This listing was last updated: 03/25/2022.) The institution’s accreditation includes courses and programs at these approved sites. (This includes sites that are active and inactive (meaning approved but currently without students):
| In-State: | Campuses: | None. |
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| Additional Locations: | Chicago Police Academy - Chicago, Illinois |
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| Out-of-State: | Campuses: | None. | ||
| Additional Locations: | None. | |||
| Out-of-U.S.: | Campuses: | None. | ||
| Additional Locations: | None. | |||
| Location | Campuses | Additional Locations |
| In-State: | None. | Chicago Police Academy - Chicago, Illinois |
| Out-of-State: | None. | None. |
| Out-of-U.S.: | None. | None. |
About HLC and Accreditation
The Higher Learning Commission (HLC) is an institutional accreditation agency that accredits degree-granting colleges and universities that are based in the United States.
Institutional accreditation validates the quality of an institution as a whole and evaluates multiple aspects of an institution, including its academic offerings, governance and administration, mission, finances, and resources. HLC’s accreditation includes all degree levels as well as onsite and online course delivery. Institutions of higher education in the United States may also seek accreditation through specialized or programmatic accreditation agencies, which accredit programs, departments or schools within a college or university.
Institutions that HLC accredits are evaluated against its Criteria for Accreditation, a set of standards that institutions must meet to receive and/or maintain accredited status. HLC’s Criteria for Accreditation reflect a set of Guiding Values.
The accreditation process is based on a system of peer review. Approximately 2,000 educators from institutions of higher education serve as HLC peer reviewers conducting accreditation evaluations for other institutions. They make recommendations to HLC’s decision-making bodies, which take final action on institutional evaluations and are made up of both peer reviewers and public members.
Evaluation Process
HLC accreditation assures quality by verifying that an institution (1) meets threshold requirements and (2) is engaged in continuous improvement. In addition, all institutions are required to data annually in the Institutional Update, undergo annual monitoring of financial and non-financial indicators, and adhere to HLC policies and practices, including Assumed Practices and Obligations of Membership.
Decision Making
HLC’s decision-making bodies evaluate and make decisions, called actions, on recommendations from peer review teams that review institutions for their compliance with HLC's Criteria for Accreditation and other requirements. The decision-making bodies are comprised of institutional representatives and public members. See Decision-Making Bodies and Processes for more information.
Public Information
HLC is committed to providing information to the public regarding accreditation decisions made regarding individual institutions.
Actions that are taken by HLC regarding an institution’s accreditation status are disclosed to the public. In cases of reaffirming continued accreditation, placing an institution on or reviewing a sanction, or withdrawing accreditation, the Action Letter issued to the institution is made available for viewing on the institution’s Statement of Accreditation Status, found by searching the institution’s name through HLC’s online directory. Public Disclosure Notices are also issued and posted in the directory in cases of sanction, assigning or removing an institutional designation, resignation of accreditation or candidacy, institutional closing or withdrawal of accreditation by HLC. The PDN provides the public with the most applicable information from the posted Action Letter. HLC decision-making outcomes also are summarized on the HLC Institutional Actions page.
Complaints Against Institutions
HLC has a formal complaint process, consisting of an online complaint form on the HLC website, for faculty, students and other parties to submit information regarding a member institution’s potential non-compliance with HLC requirements. HLC does not accept complaints through mail, email or over the phone. As stated in HLC policy, the complaints process is designed to enable HLC to review, in a timely and fair manner, information that suggests potential substantive non-compliance with an institution’s ability to meet HLC requirements.
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