Mission, Vision, and Core Values Through Online Education: A Case Study on Tribal College Leadership Free

The purpose of this descriptive case study was to examine the perceptions of leaders at Northwest Indian College (NWIC) in its various locations in the Pacific Northwest United States, regarding the leadership strategies they determined to be most effective in leading their institution to achieve its mission, vision, and core values through online education. This study responds to the call for increased examination of Indigenous leadership (Aguilera-Black Bear & Tippeconnic, 2015; Faircloth, 2017; Rains, Archibald, & Deyhle, 2000; Randall, 2015; RedCorn, 2016), and contributes to the emerging scholarship on indigenous leadership in American higher education (Aguilera-Black Bear & Tippeconnic, 2015; Chin, 2011; Faircloth, 2017; Phillips, 2003). In addition, this study specifically focused on tribal college and university leaders (Bowman, 2009; His Horse is Thunder & Gipp, 2003; Randall, 2015). Although there is substantial scholarship on mission statements, there have been few studies regarding the institutional missions of TCUs (Cole, 2006; Phillips, 2003). This study provides an examination of the mission statement, vision statement, and core values of one TCU institution and the process of development and collaboration on these foundational documents. This study contributes to the literature on leadership and online education (Abel, 2005; Barefield & Meyer, 2012; Fredericksen, 2017; Levy, 2003) by providing an examination of leadership in the context of online education at a TCU institution.

This study covers a range of higher education leadership areas, each with specific terminology. In some cases, similar terms are used interchangeably. In other cases a general term can have a very specific, contextual meaning. Relevant terms used in this research study are defined as follows:

• American Indian—out of respect, the researchers have followed the lead of historian Donald L. Fixico [identifies as Sac & Fox, Shawnee, Seminole, and Muscogee Creek] (2013), and adopted the term American Indian, rather than Native American.

• Educational sovereignty—places an emphasis on indigenous values and knowledge systems, rather than prioritizing or exclusively valuing Western educational practices (Aguilera-Black Bear & Tippeconnic, 2015; Cajete, 2010; Carjuzaa & Ruff, 2010).

• Indigenous epistemology—in the context of this study, consists of American Indian ways of knowing, values and belief systems. This concept is based on relationships and connections between people, location/ earth, time, and spirituality (Aguilera-Black Bear & Tippeconnic, 2015; Frank, 2013; Henderson et al., 2015; Sykes, 2014).

• Online education—includes courses and programs that utilize synchronous and/or asynchronous communication, and covers a range of categories (Mayadas & Miller, 2014). For the purposes of this study online learning encompasses the NWIC modalities of telecourses, videoconferencing/ hybrid, and online courses. This study excludes those offerings that are primarily individual: learning contracts and independent learning without the use of learning management systems (NWIC, 2018c).

• Self-determination—with regard to education in this context involves access to education that is situated in the values, traditions, and ways of knowing that are specific to the American Indian population served by the institution, with goals of developing active participants in the tribal community (Aguilera-Black Bear & Tippeconnic, 2015; Kirkness & Barnhardt, 1991; Marker, 2000b; McClellan et al., 2005).

The review of the literature for this study focused on mission, vision, and core values statements in higher education institutions; leadership and online education; and the historical context and current concepts in American Indian higher education. Of particular significance in the first area were comparisons made between statements of historically Black colleges and universities (HBCUs) and those of TCUs. The second area focused on leadership perceptions of online education with emphasis on barriers to faculty participation. The final area encompassed the development of TCUs and AIHEC, leadership, current issues, and online education at TCUs. Where available and applicable, American Indian tribal affiliations of the scholars were noted after each was initially cited in this section.

Missions, Visions, and Core Values. An institution’s mission statement serves several primary purposes, to articulate for its internal members what activities fall within the purview of the institution’s purpose, and to inspire its members and communicate shared purpose with external stakeholders (Morphew & Hartley, 2006; Velcoff & Ferrari, 2006). The vision articulates for internal and external audiences the future aspirational plans or the ongoing ability of the institution to continue to achieve its desired mission (Abelman, 2012, 2013; Gordan & Pop, 2013). Core values are the convictions or ideals of the institution (Calder, 2014), and are the foundation to which the institution is held accountable. Core values guide daily practice and long-term planning, including policy creation (Andrade & Lundburg,2018; Calder, 2014).

Institutional success can be measured by how effectively an institution upholds the core values, vision, and mission (Calder, 2014), and how effectively it revises those statements in response to educational and cultural changes (Abelman, 2013). Because of the role higher education institutions play in economic development and social service (Morphew & Hartley, 2006), they have a responsibility to stakeholders to engage in ongoing assessment and revision (Calder, 2014). Fugazzotto (2009), explained mission statements can foster shared identity and normative relationships among internal and external stakeholders who receive, interpret, and in turn, restate the mission. The literature addressing the mission, vision, and core values of minority-serving institutions overlaps that addressing faithbased institutions, since almost half of HBCUs and many Hispanic-serving institutions (HSIs) are affiliated with a range of religious organizations (Abelman, 2012; Hispanic Association of Colleges and Universities, 2017). Although the primary student populations of HBCUs and HSIs are distinct, shared aspects in the literature helped inform the current study— specifically that the mission, vision, and core values signal the value the institutions place on the students they serve (Andrade & Lundberg, 2018), as well as a growing need to revitalize the statements to reflect collaboration and shared language (Abelman, 2013).

In his analysis of mission statements of HBCUs and TCUs, Cole (2006) explored the cultural and political differences between types of institutions. Two key points from his examination of TCUs were critical for the current study: Cole noted TCU mission statements emphasized tribal sovereignty; and he raised concern that TCUs might go too far in efforts to express “ethnocentric” content in their curriculum, and thus put legitimacy and accreditation at risk (Cole, 2006). As useful as that study is, the tone prioritized a Western world view. Mission statements at TCU institutions emphasize education, sovereignty, and community (Ambler, 2005). The intention TCUs defined in their vision is to preserve traditional identities, cultures, and values (Tippeconnic & Fox, 2012) with an emphasis on the preservation of indigenous languages (Crazy Bull, 2015) [Tippeconnic identified as Comanche and Cherokee; Fox as Comanche; Crazy Bull as Sicangu Lakota]. The concern that TCU emphasis on traditional knowledge and culture could jeopardize their legitimacy and accreditation reflects a privileging of Western epistemology (Aguilera-Black Bear & Tippeconnic, 2015; Grande, 2000) and was another driver for the current study [Aguilera-Black Bear identified as Choctaw; Grande identified as Quechua].

Leadership and Online Education. In Allen and Seaman’s (2016) survey results, academic leaders reported the numbers of their faculty who accepted the value and legitimacy of online education had dramatically decreased over the past decade. Overall, only a third (29.1%) of chief academic officers agreed that faculty accepted the value and legitimacy of online education (Allen & Seaman, 2016). The percentage was more than double that (60.1%) among chief academic officers at institutions with large distance education enrollments (Allen & Seaman, 2016). For the TCU presidents, the NASULGC-Sloan National Commission on Online Learning survey (2007) asked the same set of questions regarding faculty acceptance of online education, but responses were sorted by institutions with and without online programs. For TCU presidents at institutions with online programs, only 35.5%agreed that their faculty accepted the value and legitimacy of online education (NASULGC-Sloan, 2007). Although the 2007 results are dated, it is clear there were concerns among leaders at the surveyed TCUs, similar to those surveyed by the more recent Allen and Seaman (2016) report.

The literature examining faculty barriers to online education is extensive; we focused primarily on barriers for faculty teaching online. The framework often referenced in the literature consisted of the categories: “(1) interpersonal barriers; (2) institutional barriers; (3) training and technology; and (4) cost/benefit analysis barriers” (Lloyd et al., 2012, p. 1), viewed through intrinsic and extrinsic lenses (Chapman, 2011; Rockwell, Schauer, Fritz, & Marx, 1999). Many of the studies concluded with recommendations for professional development and institutional support, including policy positions, such as compensation, or strategic plans that prioritized online learning (Al-alak & Alnawas, 2011; Al-Salman, 2011; Green, Alejandro, & Brown, 2009; Hopewell, 2012; Livingstone, 2015; Lloyd et al., 2012; Orr, Williams, & Pennington, 2009; Ortagus & Stedrak, 2013; Shea, 2007; Terosky & Heasley, 2015). The foundational literature provided a common vocabulary echoed in subsequent studies. The key concept was the difference in barriers that originated extrinsically (insufficient institutional support, ridicule from peers, etc.) and those that were intrinsic (lack of confidence, inadequate technical skill, and so on).

American Indian Higher Education. Due to the complicated and long-standing relationship of American Indian communities and the federal government (Aguilera-Black Bear & Tippeconnic, 2015; Grande, 2000; Warner & Grint, 2015), it is important to address the development of TCUs, the role of the AIHEC, and to review some of the concepts relevant to American Indian higher education [Warner identified as Comanche].

Tribal Colleges and Universities. The first tribal colleges were the Institute of America Indian Arts founded by the federal government in 1962 (Cole, 2006) and Navajo Community College, now Diné College (McClellan et al., 2005), tribally chartered in 1968 on the Navajo Reservation (AIHEC, 2000; Crazy Bull, 2015). Currently, there are 37 tribal colleges and universities founded and chartered by the governments of federally recognized American Indian tribes, that provide local and culturally based higher education opportunities to their members (AIHEC, 2018b). Graduation rates and postgraduation employment and wage statistics for those who attend TCUs are similar to the rates for those who attend nontribal institutions (McClellan et al., 2005). A major challenge for TCUs is funding. Most TCUs are located on reservation lands, which means federal funds are their primary funding source; these funds are administered through the Bureau of Indian Affairs (AIHEC, 2018b). Thirty-two of the TCUs are fully accredited by the Higher Learning Commission of the North Central Association or by the Northwest Accreditation Commission (U.S. Department of Education, n.d.). The TCUs operate and lead their communities to successfully navigate in their traditional and Western cultures by providing quality education and incorporating cultures and languages of their tribal communities (His Horse is Thunder, 2015; Tippeconnic & Fox, 2012) [His Horse is Thunder identified as Assiniboine]. The TCU environment also provides a protected space for revitalizing cultural traditions that may have been hidden in the past (Crazy Bull, 2015).

American Indian Higher Education Consortium. To support the development of TCUs, the AIHEC was founded in 1973 as an advocacy group (Crazy Bull, 2015) by the presidents of the first six TCUs (AIHEC, 2018a). The AIHEC represents TCUs by pushing for more informed and supportive legislation, particularly funding for TCUs (Shreve, 2016). The AIHEC adheres to the values of the people it serves, using the voices of members to convey TCU concerns to legislators (Shreve, 2016). In addition, AIHEC provides substantial professional development for TCU leaders and institutional members to build capacity and enhance quality at their institutions (AIHEC, 2018a, 2018c; His Horse is Thunder, 2003). The AIHEC perceives the success of the TCU movement as closely linked to the success of American Indian “sovereignty, selfdetermination, and cultural revitalization” (Shreve, 2016).

Indigenous Pedagogy and Epistemology. The ultimate goal of indigenous pedagogy in the tribal college context is to shift the educational emphasis, or a significant portion of it, to traditional, indigenous concepts and methods for sustaining American Indian cultures and languages (AIHEC, 2018b). Indigenous epistemology in this context involves American Indian ways of knowing, values, and belief systems (Cajete, 2010; Carjuzza & Ruff, 2010; Grande, 2000; Tippeconnic & Fox, 2012) [Cajete identified as Santa Clara Pueblo]. This is a critical concept because indigenous epistemologies have long been silenced in American society (Frank, 2013; Grande, 2000).

Self-Determination and Sovereignty. Educational self-determination involves access to education situated in the values, traditions, and ways of knowing that are specific to the American Indian populations served by the TCU institutions (Aguilera-Black Bear & Tippeconnic, 2015; Kirkness & Barnhardt, 1991; Marker, 2000b; McClellan et al., 2005). Educational sovereignty places an emphasis on indigenous values and knowledge systems, rather than prioritizing or exclusively valuing Western educational practices (Aguilera-Black Bear & Tippeconnic, 2015; Cajete, 2010; Carjuzaa & Ruff, 2010). Sovereignty is perceived as “tribal people living the inherent rights, given to them by the creator including the right to the socialization of their children and citizens through education” (Crazy Bull, Lindquist, & Gipp, 2015, p. 18) [Lindquist identified as Spirit Lake Dakota, and Gipp as Hunkpapa Lakota]. Sovereignty is sustained by the preservation of American Indian culture and language (Meza, 2015), a foundation of the TCU movement (AIHEC, 2018b).

The Significance of Place. Grounded in indigenous epistemologies is the importance of place (Cajete, 2010; Grande, 2000). To many, a sense of place is a specific, central, physical connection to their culture, and their individual and communal identity (Warner & Grint, 2015), their home and sacred identity (Marker, 2000b). Place is central for TCUs, most of which are intrinsically associated with the tribal or tribal reservation experience to which they are connected. Furthermore, a placebased emphasis in their curricula “is critical to student identity and achievement” (Crazy Bull, 2015, p. 46). It must be noted although much of the literature addressed these topics in generalized terms, other studies described distinct American Indian groups, and recognized the different cultures, languages, and traditions.

Indigenous Leadership. The higher education leadership literature by and about indigenous leaders covered a range of approaches. Some discussed transforming or transformation of the educational environment through leadership, as well as the concept of authenticity (RedCorn, 2016); others focused more on one model over another, including authentic leadership (Faircloth, 2017), and transformational leadership (Carjuzaa & Ruff, 2010) [RedCorn identified as Osage]. Although in his analysis of leadership at TCUs, Randall (2015) [who identified as Muskogee] suggested an interdisciplinary, creative, culturally grounded model, such as transformational leadership, he also emphasized the importance of combining this with cultural teachings of respect. Emerging from their study of an innovative leadership program for American Indian educational leaders, Vogel and Rude (2015) proposed a set of indigenous principles for effective leadership that work well with the current study: (1) importance of relationships, (2) support for individual growth, (3) personal responsibility to serve the community, (4) mentoring and role models, (5) experiential learning, (6) contextualizing knowledge, (7) collaboration, (8) community involvement, and (9) understanding and preservation of local cultural beliefs, traditions, and languages (p. 176).

In her interviews with eight TCU presidents, Bowman (2009) [who identified as Mohican/Munsee] found merging of two worlds, teaching students to live in both tribal and Western worlds was on the minds of TCU leaders. The two-worlds concept is a common one in the literature (McLeod, 2002; Randall, 2015). TCU presidents emphasized the importance of a “communal credit concept” (Bowman, 2009), in other words, the successes of each TCU depended on leadership not of individuals, but of groups, teams, the community working together (His Horse is Thunder, 2003; McLeod, 2002; Randall, 2015). Leadership is motivated by shared vision and a sense of shared responsibility (Faircloth, 2017) [Faircloth identified as Coharie]. In higher education, the well-being of the community and the well-being of the institution are closely connected (Barnhardt, 2015). Moreover, Bardhardt (2015) described the tribal community as feeling a sense of ownership toward the tribal college, and a shared responsibility for leadership with a horizontal distribution of power. Overall, much of the literature on American Indian leadership in higher education, placed emphasis on concepts vital to indigenous higher education, such as self-determination and educational sovereignty (Aguilera-Black Bear & Tippeconnic, 2015).

Tribal colleges and universities exist to serve the tribal students of their communities (Carr, 2000). According to the American Indian Higher Education Consortium (2018d), “tribal identity is the core of every TCU, and they all share the mission of tribal self-determination and service to their respective communities” (para. 1). There have been concerns about risk to tribal sovereignty where partnerships with nontribal educational institutions have been involved, raising questions regarding the intellectual property of indigenous knowledge and course materials (Ambler, 1999). In addition, rather than perceiving online education as a means to increase enrollments or access prospective new students in new market areas (NASULGC-Sloan, 2007), TCUs like Bay Mills Community College and the College of Menominee Nation viewed online learning as a means to strengthen their cultures (Carr, 2000; Randall, 2015), and traditional values (Ambler, 1999, 2005), by enabling students to remain in their communities while completing their education (Al-Asfour, 2012; Carr, 2000). These concerns aligned with those identified by the literature on leadership in TCUs, the emphasis on balancing Western and traditional values (Bowman, 2009; Randall, 2015), and on prioritizing community (Bowman, 2009; McLeod, 2002).

The researchers adopted a descriptive, case study approach to examine the subject in its real-world context (Yin, 2014). The emphasis on historical background provided greater contextual depth. The purpose of this study was to examine the perceptions of leaders at NWIC in its various locations in the Pacific Northwest United States, regarding leadership strategies they determined to be most effective in leading their institution to achieve its mission, vision, and core values through online education. The mission statement, “Through education, Northwest Indian College promotes Indigenous self-determination and knowledge” (NWIC, n.d.-b). The vision statement was added in 2018, “We are committed to our students, the Tribes we serve, and advancing tribal sovereignty for the protection of our homelands and future generations” (NWIC, 2018c). The NWIC core values were significantly revised in 2018, included indigenous terms and reflected the values of indigenous epistemology in more detail (NWIC, 2018c):

• Selalexw: Our strength comes from the old people. From them we receive our teachings and knowledge and the advice we need for our daily lives.

• Schtengexwen: We are responsible to protect our territory. This means that we take care of our land and the water and everything that is on it and in it.

• Wxlemichosen: Our culture is our language. We should strengthen and maintain our language.

• Lengesot: We take care of ourselves, watch out for ourselves and love and take care of one another.

• Xaalh: Life balance/sacred. (NWIC, 2018c, p. 7)

To examine the perceptions of NWIC leaders regarding the strategies they determined to be most effective in leading their institution to achieve its mission, vision, and core values through online education, the guided interview protocol included the following research questions:

1. What strategies do leaders consider most effective in achieving the college mission through online education?

2. What strategies do leaders consider most effective in achieving the college vision through online education?

3. What strategies do leaders consider most effective in achieving the college core values through online education?

This study was conducted with members of the leadership at NWIC. The participants included administrative, staff, and faculty leaders who were involved with the success of online learning at the college. The NWIC institutional review board (IRB) members recommended specific groups and individuals as potential participants based on positions of institutional leadership. Selection based on the IRB recommendations resulted in 10 interviews with employees holding various levels of leadership positions. In addition to the administrative or staff positions, five of the ten also taught or had recently been members of the faculty. Two were members of the executive staff. Six participants self-identified as members of various tribal nations, two participants self-identified as non-Native, and the two remaining participants did not self-identify their backgrounds. Seven participants represented the main campus, including programs that serve students across the United States and in Canada. Three participants represented leadership at the extended campuses.

NWIC was chartered by the Lummi Nation in 1983 (NWIC, 2018c). In 1994, NWIC received Land Grand College designation from the United States Department of Agriculture, along with the ongoing supporting funds that come with that designation (NWIC, 2018c). The college is accredited by the Northwest Commission on Colleges and Universities (NWCCU). Accreditation was reaffirmed in 2017 (NWIC, 2018c). Furthermore, NWIC is a member of AIHEC (2016). The main NWIC campus is located on the Lummi Reservation, in Bellingham, Washington, with five additional campus sites located in Washington state and one campus site located in Idaho (NWIC, n.d.-c). The college has a mandate to serve Native people throughout the Pacific Northwest (NWIC, n.d.-c). The institution serves students from over 130 Tribes (NWIC, 2018b).

NWIC was selected because of its clear and succinct mission and vision statements, and core values that articulate its indigenous epistemology, and its commitment to online education. The college offers baccalaureate and associate degrees, and certificate programs. The total student headcount for academic year 2016 was 1,661 (NWIC, 2018c). The total fulltime equivalency (FTE), was 721.5 (NWIC, 2018c). Of the 721.5 FTE, 24.9%were derived from the combination of telecourse (9.5), online (84.9), or video-conferencing (85.5) modalities (NWIC, 2018c). An additional 22.5 (3%) of the FTE came from learning contract and 29.0 (4%) came from independent modalities (NWIC, 2018c), which do not utilize learning management systems or videoconferencing. With just 67.9%of the FTE from face-to-face instruction, online learning (24.9% of the FTE) is an important modality for NWIC (NWCI, 2018c).

Data collection methods for this study included: interviews, conducted and recorded through a secure video conferencing platform, as well as examination of archived documents and documents retrieved from publicly accessible, online archives. The study also included examination of the college online presence and visits to various NWIC campus locations. Participation was voluntary. The researchers developed a guided interview protocol. Professional colleagues reviewed and validated the protocol. Permissions for the study were received from the IRB at researchers’ university and at NWIC. Prior to each interview, participants signed an informed consent. The individual interviews were 30 to 60 minutes in length. In addition to the interviews, the researcher visited several campus locations, took photographs, notes, and collected ephemera. This project coincided with the release of the NWIC Year-One Self Evaluation report (NWIC, 2018c) to the Northwest Commission on Colleges and Universities after receiving reaccreditation. The researchers retrieved and examined document sources from the online NWIC assessment and accreditation collections (AIHEC, n.d.; NWIC, n.d.-a). Additional relevant archival sources were shared with the researchers by the NWIC Institutional Research office. These documents were utilized to provide the context for the interviews, as well as to cross verify interview data.

Limitations. The participants were an exclusive group of individuals leading NWIC. Each participant was limited to their knowledge of the overall effort to provide quality online education in alignment with the mission, vision, and core values. While leadership approaches and strategies at NWIC might be similar to those found in other TCU communities, each TCU serves distinct people and cultures, or multiple groups of people and cultures, which constrains generalizability of findings.

Delimitations. The researchers chose to focus on formal and informal leaders at NWIC, including administrators, staff, and faculty leaders. The intent was to recognize the group leadership dynamic in this tribal college setting, and to provide an opportunity for leaders across the institution to reflect on and describe their processes for achieving the distinct mission, vision, and core values through the implementation of online education.

The interviews were supported with accreditation and assessment records available online and by additional records shared by the NWIC institutional research office. Upon completion of the transcription process, the researchers shared each interview transcript with the participant to review for accuracy. This procedure also provided another opportunity for participants to opt out or request corrections. Each participant had a minimum of 30-days to review. Three participants sent minor corrections, four accepted the transcription as it was, three others never responded to requests for feedback—other than initial expressions of interest in reading the results.

At the end of the review period, the researchers read through each transcript several times to develop themes and organize codes in a hierarchal structure under merging themes. To facilitate this qualitative data analysis software, NVIVO (QSR, 2018) was used by the researchers for coding and theme determination. The coding process was repeated until a point of saturation was achieved. The researchers verified patterns from the interviews and documents associated with the case to triangulate the accounts (Creswell, 2013; Yin, 2012, 2014).

Before data was collected, the research design was reviewed by several colleagues with expertise in qualitative educational research. To ensure rigor and credibility (Hadi & Closs, 2016), the researchers employed triangulation where participant interview transcripts and other evidence were compared for corroboration. To review for accuracy, member checking (Kornbluh, 2015) was implemented. To preserve the confidentiality, the researchers stripped all identifying information from the transcribed interviews and assigned pseudonyms, three-digit number-letter combinations generated using on online random string generator. Informed consent forms were sent and received through the researcher’s university email. Informed consent and confidentiality contributed to the trustworthiness of the interview response data.

For each of the three research questions, participant responses were examined to reveal common themes in the discussion of effective leadership strategies. The main themes were divided into subthemes for further clarification of the purpose of specific strategies.

Of the three research statements, the mission statement had been in place at NWIC the longest. This is the original statement, approved by the NWIC Board of Trustees in 2004 (NWIC, 2004). The NWIC board consists of members who are recognized members of participating Northwest Indian tribes. In addition,a majority of the voting NWIC board must be members of the Lummi Nation which chartered NWIC. The NWIC Board of Trustees “is the governing body and shall be responsible for the operation and management of the College” (NWIC, 2018c). The mission statement provided the foundation for the future vision statement and is interpreted through the core values. These statements continue to provide the basis for the strategic planning processes of the institution (NWIC, 2017, 2018a).

Participants were reminded of the NWIC mission statement, and were asked two related prompts. The first focused on indicators or evidence the participants observed from their positions that the college had been successful in achieving the mission through online education. The second inquired about the participants’ leadership strategies they felt were especially effective in helping to achieve the mission through online education. Responses centered on four main themes. Contextualization was addressed by four of the ten participants, collaboration and culture were each addressed by seven of the participants, and student centered theme was addressed by nine of the participants. Key strategies emerged through repeated references, aligned with the categories: faculty development, student support, and assessment

In May 2018, the NWIC Board of Trustees approved the new NWIC vision statement, “We are committed to our students, the Tribes we serve, and advancing Tribal sovereignty for the protection and enhancement of our homelands and future generations” (NWIC, 2018b). The version of the vision statement reflected 10 years of collaborative work (NWIC, 2018c). This collaboration process began in 2008 with a visioning effort from which the vision and core values ultimately emerged (NWIC, 2018c). Participants in this process included NWIC founders, faculty, staff, Tribal members and community leaders, and youth (NWIC, 2018c). The initial vision statement noted, “Our vision reaffirms our Relational Accountability to the Tribes we serve and advances tribal sovereignty for the protection of our homelands and future generations” (NWIC, 2018b, 2018c). The visioning process is indicative of the mission and vision of NWIC, which promotes indigenous self-determination and knowledge. The process included four circles that represent the experiences of American Indian people: precontact, past, present, and future (NWIC, 2018c). According to the strategic plan, this approach was intentional and it “serves as a blueprint for the college’s mission to help Tribal communities come full circle by rebuilding Tribal nations and restoring cultural sovereignty for the survival and prosperity of Tribal people” (NWIC, 2018c). In 2018, the visioning process was reviewed and the change proposed replaced the phrase “relational accountability” with “commitment to our students and....” (NWIC, 2018b, p. 8). This board-approved version explicitly placed students in the vision statement (NWIC, n.d.-c).

Participants were reminded of the vision statement, and were asked two related prompts. The first focused on indicators or evidence the participants observed that the college had been successful in achieving the vision through online education. The second inquired about the participants’ leadership strategies they felt were especially effective in helping to achieve the vision through online education. Responses centered on five main themes: community and guidance were each addressed by three of the ten participants; collaboration and culture were each addressed by four of the participants. The student-centered theme was addressed by six of the participants. Key strategies emerged through repeated comments, aligned with the categories: strategic planning, community collaboration, and student support

NWIC embraces a set of core values as well as a set of core themes. The creation, development, and relationship between these two sets of statements is complex. The 2004–2009 strategic plan (NWIC, 2004) listed the Lummi beliefs that became the foundation of the current core values. The plan described engaging in an “examination of the Lummi Values that influenced our process, decisions and strategic initiatives” (NWIC, 2004, p. 2). These four values were listed by the Lummi terms, followed by explanations in English. In the 2010– 2017 strategic plan (NWIC, 2011) the college adopted core themes which were overtly connected to the institutional mission, with goals “that guide: (1) planning for contributing programs and services; (2) development of capacity and application of resources to accomplish those goals; and (3) assessment of achievement of those goals” (NWIC, 2011, p. 14). These core themes included: engage Indigenous knowledge, commitment to student success, access to higher education opportunities at all levels for Tribal communities, and advance placed-based community education and outreach (NWIC, 2011, p. 1). The 2017– 2024 strategic plan (NWIC, 2018a) embraced both sets of statements, the beliefs/values and the core themes. During the 2017 strategic planning process, NWIC leaders met with Tribal Elders and community leaders for cultural guidance on the core values (NWIC, 2018c). The elders were concerned that the college had become “too westernized” (NWIC, 2018c, p. 7). The response was the addition of the fifth values statement: “xaalh: life balance/sacred,” to the existing values to “guide the indigenization of NWIC (NWIC, 2018a, p. 1–2). The spelling of the Lummi words was also modified for cultural accuracy: Sala-ex,”‘ Schtangax™an, Xwlami-chosan, Lenge-sot, and Xaalh. The Lummi-based beliefs/ values are listed as NWIC Core Values on the NWIC website (NWIC, n.d.-c), and were the focus of the third research question.

Participants were reminded of the values statements, and were asked two related prompts. The first focused on indicators or evidence the participants observed that the college had been successful in achieving its core values through online education. The second inquired about the participants’ leadership strategies they felt were especially effective in helping to achieve the core values through online education. Responses centered on five main themes. The themes of community and contextualization were addressed by three of the ten participants. The theme of collaboration was addressed by six participants. Culture was addressed by five participants, and the student-centered theme was addressed by nine of the participants. Key strategies emerged through repeated references, aligned with three categories: assessment, faculty and staff development, and student support.

This study encompassed three related research questions designed to examine the perceptions of NWIC leaders regarding strategies they determined to be most effective in leading their institution to achieve its mission, vision, and core values through online education. The responses to each research question revealed overarching themes that effective strategies identified by the study participants.

Research Question One: Mission. Participant responses to RQ1 emphasized learners and culture, which aligned with the NWIC mission (NWIC, 2018c), and was to be expected for a tribal college (His Horse is Thunder, 2015; Tippeconnic & Fox, 2012). Responses described efforts to provide culturally based higher education opportunities to tribal members (AIHEC, 2016, Crazy Bull, 2015), and to provide remote access to enable students to remain in their local communities while completing their studies (Al-Asfour, 2012; Carr, 2000). Discussion of data contexualization demonstrated by references to accreditation (NWIC, 2011) and ongoing assessment efforts underscored the commitment to online education as a strategic component of the institutional mission (Mouritsen, 1986; NASULGC-Sloan, 2007; Shelton & Saltsman, 2005; Velcoff & Ferrari, 2006). The mission statement was constructed to reflect values of external supporters (Morphew & Hartley, 2006) the tribal communities (NWIC, 2004). The shared identity and normative relationships among internal and external stakeholders (Fugazzotto, 2009) was communicated in responses that demonstrated the theme of collaboration in achieving the mission within the college and with the community. Of note was that during construction of the current mission statement the college and the community worked together reflecting collaboration and shared language (Abelman, 2013). Achieving the mission through online education was grounded on working together (His Horse is Thunder & Gipp, 2003; McLeod, 2002; Randall, 2015).

Responses addressed education across modalities that strengthened tribal cultures (Carr, 2000) and traditional values (Ambler, 1999). Responses emphasized effort to develop and expand culturally relevant placedbased courses (Crazy Bull, 2015) and a cultural sovereignty program (Aguilera-Black Bear & Tippeconnic, 2015; AIHEC, 2018b; Cajete, 2010; Carjuzaa & Ruff, 2010; Meza, 2015). In addition, they discussed the need for development to enable faculty to appropriately instruct students and the curriculum. Responses emphasized development targeting enhancement of course design quality within this cultural context (AIHEC, 2018a, 2018c; His Horse is Thunder & Gipp, 2003; Osbourne, Kriese, & Davis, 2013), and academic and technology support for students (Carr, 2000; Hampton, 2013). Participants accentuated the importance of obtaining student feedback for data-informed decision making (Vogel & Rude, 2015).

Effective Strategies. Key strategies emerged from the themes regarding leaders’ perceptions of effective strategies for achieving the college mission through online education. The strategies reflected the college emphasis on respect for indigenous cultures, collaboration, and commitment to being student-centered as it “promotes Indigenous selfdetermination and knowledge” (NWIC, 2018c). Based on participants’ responses, the researchers organized these strategies into three categories: faculty development, student support, and assessment.

Faculty Development. Participants discussed the importance of providing support for faculty to facilitate institutional efforts to promote Indigenous self-determination and knowledge through online education. The primary strategy focused on providing technology training and support for faculty (Kisanga & Ireson, 2015; Ortagus & Stedrak, 2013; Terosky & Heasley, 2015). Another strategy focused on strengthening courses and programs that addressed indigenous self-determination and knowledge, through the provision of culturally relevant pedagogy training and support for faculty (Aguilera-Black Bear & Tippeconnic, 2015; AIHEC, 2018b, 2018c; Ambler, 2005; Bowman, 2009; Cajete, 2010; Carjuzaa & Ruff, 2010; Carr, 2000; Grande, 2000; His Horse is Thunder & Gipp, 2003; McLeod, 2002; Meza, 2015; Osbourne et al., 2013; Randall, 2015; Tippeconnic & Fox, 2012).

Student Support. Participants recognized distinct strategies to foster student success in their efforts to promote Indigenous self-determination and knowledge through online education. These strategies included providing academic tutoring, as well as technology training and support (Carr, 2000; Hampton, 2013). Additional strategies included the provision of formal and informal training and support regarding the development of skills and responsibilities associated with online learning, and providing access to computer labs for online learning use.

Assessment. Participants discussed the critical role of evaluation and assessment of their efforts to promote Indigenous self-determination and knowledge through online education. Due to the nature of the NWIC mission statement, the participants emphasized the role of area tribal communities in ongoing assessment. For example, implementing surveys and focus groups to ensure the college was on track with efforts to fulfill the mission, and to accurately reflect the goals of the tribal communities (Ambler, 1999, 2005; Bowman, 2009; Carr, 2000; Hampton, 2013; McLeod, 2002). In addition, participants created a well-developed, fully integrated (across modality) set of institutional assessment strategies to determine success in achieving the mission (AIHEC, 2018; NASULGC-Sloan, 2007; Vogel & Rude, 2015).

Research Question Two: Vision. Participant responses to RQ2 encompassed five main themes, collaboration, community, culture, contextualization, and a student-centered approach. Here again was a central focus on students, which aligned with the first part of the NWIC vision (NWIC, 2018b). The theme of collaboration described vision-related strategies implemented by various groups. These groups involved administrative leaders from different departments at the NWIC main campus, and group efforts between main campus leaders and leaders at the campus sites. In both types of collaboration, the key to success was groups or teams working together (Bowman, 2009; His Horse is Thunder & Gipp, 2003; McLeod, 2002; Randall, 2015) with shared vision and shared sense of responsibility (Faircloth, 2017). Responses focused on service to the community addressed immediate and future needs. The responsibility of tribal colleges to prioritize and serve their communities (Bowman, 2009; Carr, 2000;McLeod, 2002) is a vital component of the college vision. In addition, serving the community is central to indigenous educational leadership (Vogel & Rude, 2015). The emphasis on tribal cultures, particularly in curriculum design was a critical approach defined in TCU vision statements (Tippeconnic & Fox, 2012). As with the mission, strengthening tribal cultures through online education helped to fulfill the college vision (Carr, 2000; Hampton, 2013). Their curriculum and pedagogical approaches recognized tribal diversity (Cajete, 2010; Carjuzaa & Ruff, 2010; Phillips, 2003) and their responses demonstrated efforts to avoid essentializing pitfalls (Crazy Bull, 2015; Phillips, 2003).

Responses that addressed the theme of contextualization emphasized evaluation and planning activities. In large part because the vision statement is so new to the institution (NWIC, 2018c), much of the focus was on the connection between the vision and strategic planning activities. These activities and assessments guided educational decisions and helped to set priorities across the college at all levels, (Abelman, 2012; Vogel & Rude, 2015).

Student-centered approaches for achieving the college vision through online education focused on student support and empowerment. Of central importance was the first aspect of the NWIC vision, “We are committed to our students,” (NWIC, 2018b). Concern about student success in online education has been a common theme in the literature. According to the NASULGC-Sloan National Commission on Online Learning survey (2007), 95.1%of the tribal college president respondents expressed concern about students having the discipline needed to succeed in online courses (p. 6). Technology support for students, in particular, is central to their success (Carr, 2000). In addition to academic or technology support, participants emphasized empowerment. This is aligned with the notion of sovereignty, “tribal people living the inherent rights, given to them by the creator including the right to the socialization of their children and citizens through education” (Crazy Bull et al., 2015, p. 18). Empowerment also included concepts like financial literacy that enabled students to function effectively in tribal and Western worlds (Bowman, 2009; McLeod, 2002; Randall, 2015).

Effective Strategies. Several key strategies emerged from the interviews with NWIC leaders regarding their perceptions of effective strategies for achieving the college vision through online education. The researchers organized these strategies into three categories: strategic planning, community collaboration, and student support.

Strategic Planning. Perhaps because the vision statement is new to the college, much of the discussion of strategies for achieving the vision through online education focused on strategic planning efforts (Mouritsen, 1986; Shelton & Saltsman, 2005; Velcoff & Ferrari, 2006). The primary strategy involved the development of a comprehensive strategic plan, and participation in assessment teams across the institution. Frequent review of student progress in academic programs and course scheduling was noted, to ensure online courses were offered in a way that promotes progress and retention. In addition, the strategic selection and development of culturally relevant educational materials, courses, and programs was emphasized by participants as an important way to fulfill the vision (Abelman, 2012; Bowman, 2009; Carr, 2000; Faircloth,2017; His Horse is Thunder & Gipp, 2003; McLeod, 2002; Randall, 2015).

Community Collaboration. Participants recognized distinct strategies for fostering collaboration and engagement with tribal communities in their efforts to achieve the vision (Bowman, 2009; Carr, 2000; McLeod, 2002). These strategies included working with community leaders to develop online academic programs that would meet community needs. In addition, the participants emphasized the development of online curriculum to respect and incorporate local cultures and community needs of remote learners (Ambler, 1999; Carr, 2000; Hampton, 2013).

Student Support. Participants recognized distinct strategies to foster student success in their efforts to fulfill the college vision through online education. Student support strategies included academic tutoring and technology training and support (Carr, 2000; Hampton, 2013). Specific strategies also included financial literacy training, as well as online education skills and responsibilities. In addition, participants noted the importance of improving the quality of technology utilized in online education.

Research Question Three: Core Values. Although the foundation for the core values dates to Lummi Beliefs shared in the 2004-2009 strategic plan (NWIC, 2004), the current version of the core values was introduced in 2018 (NWIC, 2018c). It was clear from the responses that many participants conflated the values with the themes (NWIC, 2018c). For example, when asked about strategies for achieving the core values through online education, participant 4PR discussed the weekly core theme meetings. Contributing to the confusion, in the 2010–2017 strategic plan the core themes functioned as institutional core values (NWIC, 2011). Under the direction of the Board of Trustees in 2018, and in response to Lummi elders’ concerns, NWIC leaders placed renewed emphasis on indigenizing the college (NWIC, 2018c). This process brought Lummi-based values, with the added value, Xaalh, to the 2017–2024 strategic plan as institutional core values (NWIC, 2018a). These core values took the place of the core themes on the NWIC website (NWIC, n.d.-c). The college reaffirmed the core themes to guide institutional planning and mission fulfillment (NWIC, 2018c).

Responses to RQ3 prompts encompassed five main themes, collaboration, community, culture, contextualization, and a student-centered approach. Central was an emphasis on students and culture, which aligned with NWIC core values (NWIC, 2018c). Responses emphasized collaboration across the institution, working with colleagues in various programs, institutes, and departments. In addition, they emphasized working with tribal communities. The revision of the core values was itself a collaborative process between internal and external stakeholders (Abelman, 2013; Calder, 2014; Morphew & Hartley, 2006). The renewed emphasis on preserving traditional identities, cultures, values, and languages was significant (Crazy Bull, 2015; Tippeconnic & Fox, 2012). Collaboration with external stakeholders demonstrated a strong sense of shared ownership and responsibility concerning the success of the college in achieving the core values (Barnhardt, 2015). Internal collaboration through weekly core theme meetings supported achievement of core values and reinforced the notion of shared responsibility (Faircloth, 2017; His Horse is Thunder, 2015).

The focus on community permeated many responses, but it appeared as a discrete theme when participants spoke explicitly about service provided to the community and the ways in which community enrichment served as a distinct strategy for achieving the core values through online education. At course and program levels, NWIC provided service to the communities (Bowman, 2009; McLeod, 2002), sending students and graduates into their communities to serve, and providing educational services to strengthen cultures (Ambler, 2005; Carr, 2003) and traditional values (Ambler, 1999; Cajete, 2010). In addition, NWIC students benefited from these experiences, not only through postgraduation employment, but they were enriched through place-based and service learning (Crazy Bull, 2015; Randall, 2015; Warner & Grint, 2015).

The theme of culture was clear, with subthemes that emphasized walking in two worlds and the importance of respecting diversity of tribal cultures. Given the recent restructuring of the core values and core themes with the goal of renewed emphasis on indigenizing the college (NWIC, 2018c), this was not surprising. The notion of walking in two worlds encompassed language, culture, and identity (Bowman, 2009; McLeod, 2002; Randall, 2015). The challenge of navigating in two worlds was faced by students, faculty, and staff at the institution (Badwound & Tierney, 1998). The two-worlds concept was addressed in the curriculum and in faculty development (Cole, 2006; Randall, 2015). Participants also described efforts to avoid generalizing American Indian experiences (Crazy Bull, 2015; Phillips, 2003) in curriculum development (Cajete, 2010; Carjuzaa & Ruff, 2010; Grande, 2000; Tippeconnic & Fox, 2012), and recognized wide diversity among NWIC students and faculty (Tippeconnic & Fox, 2012).

The theme of contextualization encompassed responses connected to data-driven decision making and ascertaining qualitative student perceptions as approaches to achieving the core values through online education. The collection and analysis of quantitative data are essential to successful leadership and continuous improvement of the institution in general and for fulfillment of the core values (His Horse if Thunder, 2015; Tippeconnic & Fox, 2012). The participants also emphasized the strategic importance of qualitative data, specifically, student perceptions of their learning experiences (Vogel & Rude, 2015). The value of student stories, as several participants referred to the type of data, was especially significant in an educational environment that has often prioritized Western ways of knowing (Grande, 2000; Lutz, 2018).

A final theme was the emphasis on the students. Learner-centered strategies included creating a welcoming environment and accommodating student preferences. The emphasis on a familylike environment is an important aspect of tribal college student support (Lee, 2007). As the college embraces more fully online courses and programs, they provide more individual flexibility and scheduling that responds to student preferences (Al-Asfour, 2012).

Effective Strategies. Several key strategies emerged from the interviews regarding NWIC leaders’ perceptions of effective strategies for achieving the core values through online education. The researchers organized these strategies into three categories: assessment, faculty/ staff development, and student support.

Assessment. With a new (2017–2024) strategic plan, NWIC adopted a combined approach, with core values and core themes. With the new strategic plan came a renewed emphasis on assessment. The primary strategy involved participation in institutional assessment teams, aligned with each of the core themes. The teams focused on collecting and evaluating quantitative and qualitative data,and proposing decisions based on that evidence. Qualitative assessment directly connected to the core values was recommended across course and program modality to ensure the values were achieved and for continuous improvement of online education (Abelman, 2012; Bowman, 2009; Carr, 2000; Faircloth, 2017; Grande, 2000; Hampton, 2013; His Horse is Thunder & Gipp, 2003; Lutz, 2018; McLeod, 2002; Randall, 2015).

Faculty and Staff Development. In their responses, participants identified distinct strategies related to faculty and staff development in their efforts to achieve the core values through online education (Kisanga & Ireson, 2015; Ortagus & Stedrak, 2013; Terosky & Heasley, 2015). These strategies included providing professional development regarding indigenous knowledge and cultural diversity. In addition, faculty were provided training in indigenous pedagogy (Aguilera-Black Bear & Tippeconnic, 2015; AIHEC, 2018b, 2018c; Bowman, 2009; Cajete, 2010; Carjuzaa & Ruff, 2010; Carr, 2000; Grande, 2000; Hampton, 2013; His Horse is Thunder, 2003; McLeod, 2002; Meza, 2015; Osbourne et al., 2013; Randall, 2015; Tippeconnic & Fox, 2012).

Student support. Participants recognized distinct strategies to foster student success in NWIC efforts to fulfill the core values through online education. These strategies included frequent collection, analysis, and informed decision making based on student feedback regarding online learning experiences (Grande, 2000; Lee, 2007; Lutz, 2018; Tippeconnic & Fox, 2012). The additional strategy of clear, intentional communication with students regarding online learning expectations and respect for their distinct cultures was also emphasized by the participants.

The participants were all leaders at a regionally accredited tribal college. Through guided interviews participants spoke about their perceptions of effective strategies for fulfilling the college mission, vision, and core values through online education. The responses to each research question revealed three overarching themes, (1) student-centeredness, (2) respect for cultures, and (3) importance of working collaboratively (within the institution and with the community) which included the importance of relationships. These themes aligned with components of participative transformational leadership (Bass & Riggio, 2006), and principles for effective American Indian educational leadership (Vogel & Rude, 2015). The themes revealed effective strategies identified by the participants in response to the research questions. These strategies were organized by the researchers into four main categories: faculty and staff development, student support, strategic planning and assessment, and community collaboration.

The recent completion of the first year of a new accreditation cycle clearly affected the participants’ perceptions of effective strategies for achieving the mission, vision, and core values through online education. The Year-One Self Evaluation Report (NWIC, 2018c) detailed the modification of the college mission, the development of the vision statement, and the creation and indigenous focus of the core values to accompany the existing core themes. The accreditation and concomitant assessment activities, along with the 2017 efforts of the NWIC Board of Trustees to indigenize the institution (NWIC, 2018c), resulted in categories of effective strategies that emphasized continuous improvement and demonstrations of effectiveness in achieving the mission, vision, and core values through online education.

The strategies revealed in this study offer insight and examples for other TCU institutions. In the 2007 survey of 26 TCU presidents, 61.5%claimed online education played a critical role to their long-term institutional strategy, although only 26.9%responded online education was a part of their strategic plan. In addition, they responded online education provided for increased student access, enrollment, professional and continuing education, and strategic partnerships with other institutions, yet they expressed concern about barriers to online education, including student self-discipline concerns, development and delivery costs, and faculty resistance (NASULGC-Sloan, 2007). The leaders in this study addressed strategies for effective strategic planning and assessment that aligned with institutional mission, vision, and core values. In addition, they developed strategies for surmounting student and faculty barriers to online education.

The NWIC study offers insights on the emerging literature on indigenous education and leadership in tribal colleges and universities (Aguilera-Black Bear & Tippeconnic, 2015; Bowman, 2009; Chin, 2011; Cole, 2006; Faircloth, 2017; His Horse is Thunder & Gipp, 2003; Phillips, 2003; Randall, 2015; Vogel & Rude, 2015). The leaders emphasized strategies for collaborating within the institution and with tribal communities to supporting indigenous culture through online education. The study also contributes to the emerging literature on the missions of TCUs (Cole, 2006; Phillips, 2003). The leaders discussed the development and modification of the NWIC mission, vision, and core values, as well as the collaborative role of tribal elders in that development process (Karlberg, 2010). The NWIC case study offers insights on the literature and an example for other institutions.

Furthermore, the NWIC study serves as resource for institutions balancing two worlds (Badwound & Tierney, 1998; McLeod, 2002; Randall, 2015). The strategies shared by NWIC leaders for achieving the mission, vision, and core values through online education are a model for balancing distinct cultural and community values with those of external accreditors and the broader culture. Faithbased and minority-serving institutions in particular, might find the strategies useful in achieving their missions, visions, and values.

This study adhered to indigenous research principles and efforts to maximize indigenousdesired benefits as defined by the NWIC IRB. The researchers were transparent about the goals and methods of the study, with the NWIC IRB and with each potential participant. Primary among these benefits were using methods aligned with the NWIC values; focusing on strengths and resilience; obtaining consent from and being held accountable to the NWIC community; and listening to their stories, told in their voices, the way they want to tell them. This approach fit well with the subject and methodology of this study. More importantly, it models appropriate research with indigenous communities.

This case study examined the perceptions of leaders at NWIC regarding leadership strategies they determined to be most effective in leading their institution to achieve its mission, vision, and core values through online education. The participants represented a range of perspectives for the institution. Each participant addressed a different point of view regarding administrative, staff, and faculty strategies for supporting the mission, vision, and core values through online education. Because this was a limited study, and the vision and core values statements were recently modified, qualitative interviews with additional NWIC leaders, or follow-up interviews with the original ten participants to further pursue the results of this study are warranted.

An additional next step with for this research would be the development of a survey instrument to augment the qualitative data. Such an instrument could reach beyond the ten participants interviewed and could help to clarify interview themes. For example, discussion about community often overlapped with participant emphasis on collaboration and the theme of strategic planning, where collaboration with tribal leaders in the community was an important aspect. In addition, with the exception of participants who held executive leadership positions, or those who worked very closely with that level of leadership, responses focused more on strategies for success with online education efforts in general, and blurred the specific distinctions between the mission, vision, and core values statements. Furthermore, a quantitative instrument might reach some of the NWIC leaders who expressed concerns about sharing information through a qualitative, recorded interviews.

A final area that warrants further research is expansion of the study beyond the current case. There are 37 TCUs in the United States (AIHEC, 2018d). Interviews with leaders sampled from all TCUs online learning programs could help to clarify leaders’ perceptions and identify effective strategies for fulfilling institutional mission, vision, and core values through online education.

The purpose of this study was to examine perceptions of leaders at NWIC in its various locations in the Pacific Northwest United States, regarding the leadership strategies they determined to be most effective in leading their institution to achieve its mission, vision, and core values through online education. The research questions focused on the leaders’ perceptions of the strategies they determined to be most effective. In addition, this study responded to the call for increased research on Indigenous leadership and leadership in TCUs, and offered potential value of these strategies beyond the context of TCUs. The data collected for this study included: interviews conducted and recorded through a secure video conferencing platform, archival documents and documents retrieved from publicly accessible, online archives, as well as ephemera and photographs collected from visits to several of the seven NWIC campus locations.

The resulting strategies were grouped by the researchers into four categories: faculty and staff development, student support, strategic planning and assessment, and community collaboration. Faculty and staff development strategies included providing training on technology, and indigenous knowledge, culture, and pedagogy. Student-support strategies included providing academic and technology support, access to desired online programs and materials, clear communication, and fostering student responsibility and empowerment. Strategic planning and assessment strategies focused on facilitating collegewide collaboration on strategic planning and assessment, aligning strategic planning with core themes, and collecting and responding to qualitative student feedback. Community collaboration strategies focused involving community leaders in relevant and responsive curriculum development and planning. The NWIC strategies addressed technology and pedagogy, and embraced the tribal college challenge of walking in both worlds. The recommendations that emerged from the interviews included strategies that might foster success in higher education programs across institutional types and modalities. Central to their suggestions were strategic planning efforts that engaged all levels of the institution as well as leaders of local tribal communities in a manner that balanced cultural and community values with those of regional accreditors, and that supported their efforts to achieve the NWIC mission, vision, and core values through online education.