SCCE Higher Education Compliance Conference June 5‐8, 2016 1 1 THE OHIO STATE UNIVERSITY OFFICE OF UNIVERSITY COMPLIANCE AND INTEGRITY GATES GARRITY ‐ ROKOUS Aligning Compliance to the Academic Mission Leveraging Strengths, Increasing Credibility, and Building Confidence Higher Education Compliance Conference June 6, 2016 CONFIDENTIAL 2 Picture of Trans am for sale
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Aligning Compliance to the Academic Mission · 2016-05-26 · SCCE Higher Education Compliance Conference June 5‐8, 2016 11 CONFIDENTIAL21 Lab Inspection Reporting • All EHS regulatory
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SCCE Higher Education Compliance Conference June 5‐8, 2016
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TH E OH IO S TAT E UN I V ER S I T Y
O F F I C E OF UN I V ER S I T Y COMPL I ANC E AND I N T EGR I T Y
GAT E S GARR I T Y ‐ROKOUS
Aligning Compliance to the Academic Mission
Leveraging Strengths, Increasing Credibility, and Building Confidence
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Session Objectives
• Why focus on the Academic Mission?
• What common framework underlies the mission of colleges and universities?
• How can we best support that framework?
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IdeaConceived
ResearchStarts
Etc.Animal WelfareHuman Subjects
Office of Sponsored Programs
Trade ControlsLab Safety/
EHS
What University Stakeholders Expect:Efficient resolution of all regulatory requirements
Perception of bureaucracy and inefficiency
Example: Requirements to conduct research
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What Regulators Expect:Full compliance
100% compliance expectedTo establish medical necessity
W22.02XD“Walked into Lamppost; Second Encounter”
V91.07XA“Burn due to water skis on fire; initial encounter”
V95.42XA“Spacecraft crash
injuring occupant; initial encounter”
Example: ICD‐10 Codes for Medical Billing
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“Compliance”Efficiency Regulatory Requirements
Regulators
Students,Faculty and Staff
The Compliance ChallengeReconciling conflicting stakeholder demands
Board of TrusteesUniversity Leadership
The Public
Unfunded mandates; competing expectations of efficiency with “no misses”
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Maintain “Halo Effect” with regulators• Regulators still treat Higher Education
differently because of “desirable trait” of a non‐profit, aspirational purpose
• Defining, and reinforcing, the academic mission reinforces that desirable trait
References: • L.G. Standing, The SAGE Encyclopedia of Social Science Research Methods, Volume 1, 2004• L.M. Goirdon and S. Graham, “Attribution Theory,” The Encyclopedia of Human Development, 142‐44 (2006)
Why align Compliance to the Academic Mission?
Increase stakeholder ownership• Effective decision‐making, if properly structured, moves
individuals to a stronger sense of control• The more compliance decision‐making resembles the
learning enterprise, the more likely stakeholders will attribute compliance decisions as their own
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AcademicMission
Orienting to the Academic Mission
“Compliance”Efficiency Regulatory Requirements
Regulators
Students,Faculty and Staff
Board of TrusteesUniversity Leadership
The Public
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The Foundation of the Academic Mission:A Learning Disposition
Adopted from: Noah Rachlin, Tang Institute, Phillips Andover Academy, Andover MA 2015. Available at: http://tanginstitute.andover.edu/projects/learning‐dispositions/
DeliberatePractice
Habit Formation
GrowthMindset
IntrinsicMotivation
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“Intrinsic motivation drives me to do things just for the fun of it, or because I believe it is a good or right thing to do”
Core elements of intrinsic motivation• Values: drivers for decision‐making• Grit: perseverance and passion to pursue values
Dangers of extrinsic motivation• Extrinsic motivation: external reward or acknowledgement
(e.g., USNWR ratings)• “Intrinsic motivation is far stronger a motivator than
extrinisic motivation, yet external motivation can easily act to displace intrinsic motivation.”
Intrinsic Motivation:Start with values, show grit
References: • R.M. Ryan and E. L. Deci, "Self‐determination Theory and the Facilitation of Intrinsic motivation, Social Development,
and Well‐being," American Psychologist 55 (2000).• Angela Lee Duckworth, Grit: The Power of Passion and Perseverance (2016). See also her TED Talk at
https://www.ted.com/speakers/angela_lee_duckworth
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Fixed Mindset Vs. Growth Mindset
Avoids Challenges Embraces
Gives up easily Obstacles Persists through obstacles
Considers it largely fruitless
EffortConsiders it path to
mastery
Ignores negative feedback
Criticism Learns from criticism
Feels threatened by others’ success
Success of others
Takes lessons from others’ success
Less than full potential RESULTSHigher levels of achievement
Reference: • Carol Dweck, Mindset: The New Psychology of Success (2006). See also her TED Talk at
Growth MindsetCompliance failures are opportunities for improvement
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References: • Charles Duhigg, The Power of Habit: Why We Do What We Do in Life and Business (2012). • Paul Jun, “Why Self‐Awareness Is the Secret Weapon for Habit Change,” 99U.com (2015)
Habit FormationEvolve good decisions into automatic behaviors
Habit• A pattern of thought or behavior that becomes automatic• Automaticity is the logical result of learning something well
Breaking a Habit• A habit cannot be “broken” – it must be replaced• Deny it the reinforcement that encourages the behavior• Replace it with a new habit: start small, and repeat
Keystone Habit• “A pattern that has the power to start a chain reaction as it
moves through an organization”• Focus on the habit that, if created, affects the most behavior
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Well‐defined, Specific Goals• Identify the weakness, and develop measurable,
achievable goal to fix it
Focused Practice• Improve what’s weak, not what’s strong
Targeted, Useful Feedback• Be capable of measuring improvement
Not Playing Safe (get out of comfort zone)• If it’s easy, it’s probably not useful
Deliberate PracticeFocus on making the changes that matter
Reference: • Anders Ericsson & Robert Pool, Not All Practice Makes Perfect, Nautilus Magazine April 2016
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Orienting to Support the Academic Mission: Developing a Functional “Learning Disposition
DeliberatePractice
Habit Formation
GrowthMindset
IntrinsicMotivation
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Self and Team (I)Committing to the Academic Mission
Intrinsic MotivationOutlook
• Starts with values• Service orientation: gratitude and curiosity
• When deficiencies noted, PI given 15 days to respond
• Report reflects only categories that are not yet resolved and present safety or compliance risk
• Scorecard compares PIs anddepartments for college
Department/College Scorecards
• Regular report drives ongoing improvement
• Focused on PIs of greatest challenge
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Student‐Athlete Academics Example
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Purpose Ensure effectiveness of institutional controls over academic issues related to student‐athletes and athletics
Reviewed 11 issues identified by investigation at UNC
Identified 21 additional risk areas derived from other NCAA cases and OSU environment
Review domains Potential issue Threshold or measurement Operational oversight Control oversight Governance and reporting Further notification if needed
Process Cross‐functional team identified standards, key controls, and data on all 32 issues
Ensured role clarity and definition of key controls
Identified risks (e.g., student‐athlete academic misconduct) that can be mitigated not eliminated
• Self‐initiated, values‐based
• Seized opportunity of UNC
• Formalized process
• Identified focus areas for review/improvement
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HIPAA Hybrid Entity Example
Hybrid Entity(covered and non‐covered activities)
Covered Components
Business Associate‐Like Units (BAUs)
(units performing services for Covered Components)
Research
Business Associates(third party vendors performing services)