The Richard Stockton College of New Jersey. Self Study Institute. Aligning Planning, Assessing and Budgeting

Transcription

1 The Richard Stockton College of New Jersey Self Study Institute Aligning Planning, Assessing and Budgeting November 10, 2014

2 Key Tasks Forming Leadership Teams Planning, Steering Study Type (Focused, Comprehensive) Forming Work Teams Initial Training Research Questions Intersecting Members/Processes Becoming Institutionally Fluent Mission, Planning, Resources, Governance, Administration

3 Challenges Even the BEST institutions operate in silos of excellence Forging tunnels or bridges to connect the silos is VITAL to success Comfort and competence are threatened when experts cross silos Cross-communication IS extra work Steep up-front investment pays off

4 Ideal Closed Loop Budgeting Planning Assessing

5 Typical Current State Budgeting Planning Assessing

6 Definitions P A B Planning: the intentional process of setting SMART goals (best attained when informed by assessed results) Assessing: the intentional process of measuring for value or worth (direct and indirect) for usein P&B Budgeting: a specific type of plan prioritizing fiscal allocations based on SMART goals and assessed results

7 Planning & Goals Long Range (Strategic) Operational (Annual) P

8 Long Range Planning P Internal Strategic plans on various levels Institution College/School Department/Unit External Strategic plans USDE, AACC, CIC or APLU/AASCU Municipality, State or Region Interdependencies (sender/feeder) Quick Discussion: where are your plans?

9 Operational Planning P Annual enrollment goals Annual academic program goals: courses, workload, SCH, grants Annual student services goals: residential life, athletics, advising, career services Annual fiscal (revenues, expenses) and development (fundraising) goals

10 Integrated Planning P COMMUNICATE and share strategic and operational goals on multiple levels of the organization (co-plan) PUBLISH strategic and operational goals for clarity transparency INTEND and SUPPORT conversations about planning, shared and even (especially!) conflicting goals

11 Assessing A By Organizational Structure: Institutional Divisional, College or School Departmental or Unit By Population Governance and/or Leadership Faculty and Staff (Personnel) Students / Stakeholders (Community) By DESIGN: Goals-driven assessment

12 Assessing by Goals A Increase overall FTE by x% and HCT by y% Improve at-risk student retention rates z% Well-known national formulae for both

13 Direct Measures A EVIDENCE of what some one or some unit or some process or some program ACTUALLY does or knows: Finished outcomes (retention rate, default rate, graduation rate, ratios) Finished outputs (budget, FTE) Photographs, maps, graphs, charts Answers on a TEST (nota survey) Essays of fact (not testimonial/opinion)

14 INdirectMeasures A Opinions, survey results, selfreported perceptions, metaresults, press clippings NSSE, CSSE, Noel-Levitz, Alumni Generally less reliable than direct measures, subjective, felt sense yet more informative for direction Most useful to round out otherwise objective measures

15 Planning to Assess A Who Owns those Enrollment Goals? Admissions (who are the new students) Marketing (how and where will we attract the new students) Academics (what will the new students need to learn) Finance (how much will it cost to attract the students, and how many do we need to offset those costs before increasing NET revenue) Owners determine assessments

16 Assessing in Tandem A How do we each measure our part? Admissions (funnel size: inquiries, visits, applicants, deposits, enrollments) Marketing (placements, hits, reply cards, inquiries, rankings) Academics (majors, courses, SCH) Finance (ROI and Net Balance) Discussion questions: how does this happen now at your institution? Why? To what effect?

17 Budgeting for Goals B How do we align allocations to even attempt the enrollment goals? Admissions (may need temporary staff, more visit date expenses) Marketing (will need more research, polls/queries, advertising) Academics (may need contingent or part time faculty trending towards FT lines) Finance (may need to reallocate often)

18 B Budgeting for Goals Can we reach those enrollment goals without integrated planning? Communication must be Honest Open Frequent Flexible Forgiving No institution reaches goals by gotcha

19 B Budgeting fromgoals Enrollment Mission Accomplished Budget Allocations may now be Prioritized Shared Understood Transparency is a process The more stakeholders know, the more able each will be to contribute Aligning budget processes/cycles is KEY

20 B Budgeting fromgoals Enrollment Mission Failed Budget Allocations must now be Prioritized Shared Understood Transparency is even MORE important The more stakeholders know, the more able each will be to accept ownership Aligning budget processes/cycles is KEY

21 B A P Snapshot for SLOs Student Learning Outcomes (14) cycles Require intentional planning with goals SMART goals drive assessment choices Both planning(faculty leadership) and assessing(instruments, process, interpretation) require resources: budget Faculty leadership takes many forms: chairs, re-assigned time, internal or external grants Assessing SLOs may span vendors to homegrown; should always be designed for USE

22 How do I Know? B A P Society for College & University Planning (SCUP) Certification in Integrated Planning Higher Education experience in private, public, two-and four-year comprehensive and doctoral settings Frequent regional team visitor Decennial visit clean through PRR

23 OK, how do we start? B A P Form collaborative leadership teams Cabinets, councils and shared governance structures must all have roles to play: be INCLUSIVE Use the Middle States standards to galvanize a sense of shared purpose CHARGE collaborative teams with specific aspects and COMMUNICATE

24 Communicate B A P Ask everyone what s already happening Write down what they say, get samples Examine ALL for best practices SHARE Obtain consensus a miracle happens Tell everyone you re going to tell them Tell them (and PUBLISH it) Tell them that you ve told them RE-PUBLISH what you ve told them

25 B A P How do you Integrate? Align as many routine processes as possible to all point in the same direction, at the right times: Strategic planning update reports Annual planning calendars Annual budget calendars Annual report calendars Annual assessment calendars

26 Published Repository Standards-aligned is clear and easy for all to understand (especially your reviewers) Web pages are fairly simple to make Sample:

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28 Takeaways Plan thoroughly and inclusively Quote the MSCHE language Be SMART (clear and specific) Cross-reference all plans & cycles Provide AMPLE evidence Include & prepare stakeholders Repeat, repeat, repeat Make loop-closing EVERYONE s job

29 Your Questions

30 THANK YOU Claudine Keenan, Dean of Education Middle State Peer Volunteer