The purpose of this research was to explore the experiences of self-study steering committee members and workgroups as they navigated the process for institutional accreditation. Viewed through the theoretical framework of sense of community theory, this qualitative phenomenological research study sought to examine the ways in which the self-study process can be viewed as an instrument for promoting development and growth within the institution. In particular, this research sought to answer the following questions: (1) How do university faculty, staff, and administrators describe their experience with participating in self-study for accreditation? (2) What benefits do participants describe, both for themselves and for the institution, regarding their experience with the self-study process? (3) How do the criteria described in sense of community theory contribute to the experienced benefits of self-study? Semi-structured interviews and focus groups recorded the experiences of 11 university administrators, faculty, and staff who participated in the university's most recent self-study for accreditation. The findings of this study may be used to explore the ways in which the self-study process can benefit an institution both during accreditation and once accreditation has been completed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]