linking strategic planning, budgeting, and assessment · budgeting, and assessment rhode island...
TRANSCRIPT
![Page 1: Linking Strategic Planning, Budgeting, and Assessment · Budgeting, and Assessment Rhode Island July 14, 2006 ... Rhode Island’s state appropriation per $1,000 personal income is](https://reader034.vdocuments.us/reader034/viewer/2022042920/5f64eab2cf140501b35bf2fd/html5/thumbnails/1.jpg)
Linking Strategic Planning, Budgeting, and Assessment
Rhode IslandJuly 14, 2006
National Center for Higher Education Management Systems3035 Center Green Drive, Suite 150 Boulder, Colorado 80301-2251
Dennis Jones, president (phone: 303-497-0315, email: [email protected])Aims McGuinness, senior associate (phone: 303-497-0350, email: [email protected])
Karen Paulson, senior associate (phone: 303-497-0350, email: [email protected])
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How Assessment/Evaluation, Planning, and Budgeting
Are Linked
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The Management Cycle
Strategic Management —The allocation of resources to programmed activities calculated to achieve a set of goals.
Assessment
Planning
Resource Allocation
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The Management Cycle in a Public Institution
State
Planning
Institution
State
Institution
Resource Allocation
State
Assessment
Institution
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Overview of Rhode Island and Higher Education
How Does Each Institution Fit
into this Larger Picture?
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Selected Data About Rhode Island and Its System of
Higher Education
National Collaborative on Postsecondary Education
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Rhode Island Population Growth, 1990-2000
Source: U.S. Census Bureau, Brookings Institute
44,855 45,068
-213
-5,000
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
50,000
Total Population Hispanic Non-Hispanic
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Projected Change in Rhode Island Population by Age and Race/Ethnicity, 2000-20
Source: U.S. Census Bureau
-26,577
5,256
35,347
22,021
5,303
1,909
1,806
4,273
1,637
24,274
9,001
17,754
16,888 9,656
10,044 3,525
6,114
6,251
3,113
-50,059-60,000
-40,000
-20,000
0
20,000
40,000
WhiteAfrican AmericanHispanicOther
0-17 18-24 25-44 45-64 65+
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Rhode Island Educational Attainment by Race/Ethnicity (Percent)
84.5 86.8
30.8
82.8
71.3
37.6
73.5 74.1
17.6
56.552.2
8.7
57.2
50.3
7.3
0
20
40
60
80
100
Age 18-24 with High School Diploma Age 25-64 with High School Diploma Age 25-64 with Bachelor's or Higher
WhiteAsianAfrican AmericanHispanicOther
Source: U.S. Census Bureau
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Projections of High School Graduates to 2018 By Race/Ethnicity—Rhode Island
0
2,000
4,000
6,000
8,000
10,000
12,000
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
2017-18
White (6,988 to 5,828) Hispanic (771 to 2,713) Black (547 to 1,240)Asian/PI (273 to 335) AI/ AK Native (33 to 120)
Source: WICHE Projections of High School Graduates
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Percent of African-Americans and Hispanics at Each Stage of the Education Pipeline—Rhode Island
5.3 5.5 5.8
5.0 4.8
11.6
8.4
6.1
4.7
3.9
0
3
6
9
12
18-Year-Olds High School Graduates First-Time CollegeFreshmen
All OtherUndergraduates
Credentials andDegrees Awarded
African-American Hispanic
Source: U.S. Census Bureau, NCES-Common Core Data, NCES-IPEDS Enrollment and Completions Surveys
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2002 2004
28%35%81%
19%
18%
$4,000
28%35%78%
21%
18%
$3,997
U.S. Average
2004
Top States 2004
22%28%68%
40%
14%
$3,344
15%16%32%
89%
7%
$2,619
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Affordability in Rhode Island—Percent Change from 2002-03 to 2003-04
[1] State appropriations had dropped in the previous year ($174 million in 2001-02 to $169 million 2002-03). Although the appropriations increased 2% (particularly when negative growth is common elsewhere), Rhode Island’s state appropriation per $1,000 personal income is the 42nd lowest in the nation.
[2] State grant aid in Rhode Island is entirely need-based and serves undergraduates only.[3] A rescission of 10% is expected according to the survey respondent, which would bring the appropriation figures down to $8.9 million, 82% increase from
the previous year.
2002-03 ($) 2003-04 ($) Change (%)
Tuition – Public 2-Year 2,014 2,120 5(23rd highest) (national avg. = 10)
Tuition – Public 4-Year 3,761 3,995 6(23rd) (national avg. = 12)
Per capita income 30,256 31,107 3(2001) (2002)
State appropriations [1] 169.6 million 172.8 million 1.9(national avg. = 2)
State grant [2] 4.9 million 9.9 million 102(actually spent) (appropriated) [3]
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Percent of Total Gross State Product by Industry and Comparison to U.S.—Rhode Island
1 0
20
6 5
9
2120
12
1 0
5
11
65
9
30
22
12
1 1
5
14
87
9
2022
12
5
0
10
20
30
Agriculture,Forestry, and
Fishing
Mining Construction Manufacturing Transportationand Public
Utilities
Wholesale Trade Retail Trade Finance,Insurance, and
Real Estate
Services Government
Rhode Island 1990Rhode Island 2000U.S. 2001
Source: Bureau of Economic Analysis, www.bea.doc.gov
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Net Migration by Degree Level and Age Group, 1995-2000—Rhode Island
Source: U.S. Census Bureau, 2000 Census; 5% Public Use Microdata Sample (PUMS) Files
22- to 29-Year-Olds 30- to 64-Year-Olds
Less than High School
High School
Some College
Associate
Bachelor’s
Graduate/Professional
Total 7,065
727
746
366
433
228
4,565
0 2,500 5,000 7,500
3,
-706
-2,804
600
2,141
1,551
2,812
-4,000 -2,000 0 2,000 4,
594
000
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Rhode Island Occupations with High Net Imports and Exports, 1995-2000—Residents Age 22-29 with College Degrees
Source: U.S. Census Bureau, 2000 Census; 5% Public Use Microdata Sample (PUMS) Files
-384-343
-321-315-309
-296-253
-241-206
7199105107
119121129136
168419
-336
-500 -400 -300 -200 -100 0 100 200 300 400 500
Advertising, Mktg., Promotions, Public Rel., & Sales ManagersMedia & Communication WorkersInformation & Record ClerksPrimary, Secondary, & Special Education TeachersBusiness Operations SpecialistsEngineersSales Representatives, ServicesComputer SpecialistsHealth Diagnosing & Treating PractitionersFinancial Specialists
Water Transportation WorkersVehicle & Mobile Equip. Mechanics, Installers, & Repairers
Other Military OccupationsLaw Enforcement
Supervisors, Food Preparation & ServingOther Teachers & Instructors
Construction TradesNursing, Psychiatric, & Home Health Aides
Food & Beverage ServingPostsecondary Teachers
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Rhode Island Occupations with High Net Imports and Exports, 1995-2000—Residents Age 30-64 with College Degrees
Source: U.S. Census Bureau, 2000 Census; 5% Public Use Microdata Sample (PUMS) Files
-282-234
-201-151
-115-107-106-103
-92138138143
159159
204208
215269272
-210
-300 -200 -100 0 100 200 300
Primary, Secondary, & Special Education TeachersOther Management OccupationsSupervisors, Food Preparation & ServingFinancial SpecialistsBusiness Operations SpecialistsPersonal Appearance WorkersArchitects, Surveyors, & CartographersComputer SpecialistsInformation & Record ClerksFirst-Line Supervisors/Mgrs., Protective Service Workers
Life, Physical, & Social Science TechniciansOther Personal Care & Service Workers
Health Diagnosing & Treating PractitionersDrafters, Engineering, & Mapping Technicians
Postsecondary TeachersMilitary Officer Special & Tactical Operations Leaders/Managers
Media & Communication WorkersEngineers
Operations Specialties ManagersAdvertising, Marketing, Promotions, Public Relations, & Sales Managers
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Federal R&D Expenditures Per Capita, 2003
Source: National Science Foundation; U.S. Census Bureau
$0
$75
$150
$225
124.2
85.0
23.9
272.8
MarylandMassachusettsNew HampshireRhode IslandConnecticutHawaiiAlaskaColoradoPennsylvaniaVermontUtahNew MexicoNew YorkNorth DakotaW
ashingtonNorth CarolinaIowaMontanaW
isconsinAlabamaMissouriCaliforniaDelawareOregonUnited StatesMichiganIllinoisGeorgiaMississippiTexasTennesseeVirginiaOhioArizonaNebraskaMinnesotaKansasSouth CarolinaIndianaLouisianaNevadaW
yomingKentuckyNew JerseyIdahoW
est VirginiaFloridaSouth DakotaOklahomaArkansasMaine
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Percent of Federal R&D Expenditures Generated by Private Sector,2001
Source: National Science Foundation; U.S. Census Bureau
87.0
57.5
39.1
0.00
20
40
60
80
100%
MassachusettsNew YorkConnecticutMissouriMarylandNew HampshireTennesseeRhode IslandIllinoisPennsylvaniaGeorgiaNorth CarolinaUnited StatesCaliforniaOhioLouisianaNew JerseyFloridaTexasW
isconsinIndianaNebraskaOklahomaVirginiaOregonUtahMaineVermontAlabamaColoradoSouth CarolinaMinnesotaIowaMichiganW
est VirginiaMississippiKentuckyW
ashingtonAlaskaArizonaArkansasDelawareHawaiiIdahoKansasMontanaNevadaNew MexicoNorth DakotaSouth DakotaW
yoming
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Suggested Themes
Two Rhode Islands
Urban Core—Rest of State
Growing Income Disparities
Overall Slow Population Growth—Dramatic Increase in Latino Population
Education Attainment/Adult Literacy
Gaps in Preparation(continued)
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Suggested Themes (continued)
Disparities in ParticipationGeographicEthnic
Gaps in Affordability
Gaps in Completion, Especially for Growing Latino Population
Need to Diversify Economy and Link R&D to Future Competitive Position of Rhode Island
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Strategic Management Success Factors
Administrative Commitment
Organization-Wide Goals
Climate of Understanding and AcceptanceInstitutional LeadershipDepartments
Capture Control SystemsInformationRewardBudget
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Planning
Making Decisions About Organizational Priorities that Specify What Changes in Intentions, Competencies or Behaviors the Organization Will Pursue
The Mechanism to Affirm Organizational Values and Methods by Which They Are Identified
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Strategic Planning
Make Decisions (Now) Concerning the Desired Future
Develop Optimal Relationship Between the Organization and Its Environment
Provide Unity and Direction to All Organizational Decisionmaking—A Context for Operational Decisions
Objectives:
(continued)
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Strategic Planning (continued)
Planning Must Result in Decisions
Planning Is Fundamentally a Change Process
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Strategic Decision Areas
Basic Mission
Clientele
Program/Service Mix
Comparative Advantage
Assets
Objectives
Basic Purposes of the Enterprise and Its Guiding Principles for Behavior
Target Audiences of the Institution
Program Offerings and Priorities of the Institution
“Differential Advantage” Sought Over Other Organizations Engaged in Similar Activities
Changes Needed in Human, Physical, Information or Intangible Assets of the Enterprise
What the Organization Must Accomplish in Order to Move from Existing to Desired State of Affairs
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Review of Mission Statements
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Elements of Good Mission Statement
Intended Good Effects
for an
Identified Clientele
Within Specified or Assigned Constraints
or
With Specified Value Perspectives
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Questions to Ask About a Mission Statement
Does It Contain the Three Key Ingredients?
Does Specification of Good Effects Provide Guidance for Assessment?
Does Statement Provide Broad Guidance for Resource Allocation?
Are Priorities Identifiable?
Does It Provide Guidance for Saying “No”?
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The Domain of Community and Technical College Services
COMMUNITY ANDTECHNICAL COLLEGE
SERVICESIn-School Youth
(Secondary Education)
Recent High School Graduates Adults Employers
CLIENTS
Remedial and Developmental Education
General Education
Transfer Preparation
Career Preparation
Customized Training, Rapid Response Workforce Development
Community Service (Non-Credit and Other Services to the Community)
Brokering and Serving as a Delivery Site for Other Providers
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Types of Mission Statements*
A “What We Do” Mission Statement
The College’s Mission Has Two Fundamental and Interrelated Components: the Provision of the Highest Quality Education and Dissemination of New Knowledge.
A “Who We Serve” Mission StatementThe Mission of College X Is to Improve the Lives and Personal Success of Our Students, Associates, and the Larger Community by Providing Superior Learning Opportunities in the Liberal Arts and Sciences.
*Chaffee, E. E. (1998). “Listening to the People We Serve” in The Responsive University. W. G. Tierney (Ed.). Baltimore, MD: The Johns Hopkins University Press.
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Basic Mission
Clients to Be Served
Program/Service Mix
Comparative Advantage
Assets
Important to Begin with Actual or “Behavioral” Mission as Defined by Information on:
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B R E A K
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How Do You Know Your Institution’s Strengths and
Weaknesses?
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Institutional Effectiveness/Assessment
How Does Your Institution Know Who It Really Is in Terms of Students, Programs, Faculty, etc.?
How Does Your Institution Know if It Has Achieved Its Goals?
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Effectiveness as a Multi-Faceted Concept
Two Paradigms of Effectiveness (Both Are Important)
Goal Attainment
Maintenance and Condition of the Asset
Three Units of Analysis for Assessing Effectiveness
Program/Administrative Unit or Function
Institution
System/State/Society
(continued)
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Effectiveness as a Multi-Faceted Concept (continued)
Five Perspectives on Effectiveness
Internal/Academic Perspective
Client/Consumer Perspectives
Students
Employers
“Investors” and the Public
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Assessing Effectiveness: Initial Considerations
Assessment as a “Second Look” at GoalsThe Multiplicity of GoalsGoals as “Promises”Goals and Evidence
Achievement of Institutional PurposesTypes and Sources of EvidenceOrganized Around “Thematic Goals”
(continued)
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Assessing Effectiveness: Initial Considerations (continued)
Assessment of Long-Term Viability
Maintaining Critical Assets
Goals and Changing Environments
Assessment of Learning Outcomes
What Is the Curriculum Really?
Which Outcomes Are “Collective Property?”
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Key Points About Assessment
Start with What You Do
Implied and Stated Goals
Existing Sources of Evidence
Reexamine Information Assets
Data Audits
Decentralize Where Possible, but Avoid “Anything Goes”
(continued)
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Key Points About Assessment (continued)
Use Results to Start Discussions, not “Give Answers”
Indicators (and Their Limits)
Forums for Collective Discussion
Emphasize Fixing Problems, not Creating “Winners and Losers”
Links to Resource Allocation
The Need for Consistency
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Often Encountered Problems with Assessment
Measuring Everything that Moves
Need for Priorities (“What You Measure Is What You Value”)
“Evidence” not “Measurement”
The Perfect Data Fallacy
Recognize that All Data Are “Bad”
How Good Is Good Enough to Make a Decision?
(continued)
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Often Encountered Problems With Assessment (continued)
Linear Thinking
Goals Don’t Always Come First
Visible Application and Action Is Needed at Every Stage of Development
Fixed Targets and “Standards”
Look at Multiple Dimensions of Performance
Emphasize Continuous Improvement
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Linking Assessment to Decisionmaking...
Assessment Is Typically Conducted After the Fact and at the Aggregate Level
Decisionmaking Is in Real Time and Is Typically Focused on the Detailed Operational Level
…Is So Difficult Because:
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Specific Opportunities for Linkage
Harnessing Accreditation Self-Study
Building an Infrastructure
Keeping Planning Assets Intact
Tracking the Plan
Forums and Retreats
Indicators and Updates
(continued)
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Specific Opportunities for Linkage (continued)
The “Results” Dimension of Program ReviewAnnual IndicatorsMulti-Year Cycles
Assessment and BudgetingA “Real” Role for Assessment CommitteesFixing Problems or Rewarding Performance
Packaging Decisions Around Assessment Results
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Assessing Learning: Key Points
Start with the Curriculum (and Its Implied Goals and Purposes)
Syllabus AuditsPrerequisite Sequences
Examine Processes as Well as OutcomesThree Curricula—Designed, Delivered, and ExperiencedPatterns of Coursetaking and Longitudinal Tracking
(continued)
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Assessing Learning: Key Points (continued)
Principal Assessment Methods
Cognitive Measures> Constructed (Tests)> Naturally-Occurring (Work Samples, Portfolios)
Self Reports> Surveys> Behavioral Outcome Measures
Emphasize Existing Points of Contact with Students
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Bottom Line for Any Quality Assessment Mechanism at the Institutional Level
Must Be Conditioned by a Conscious Link to Resource Allocation
Must Recognize the Needs and Contexts of Both the Academy and Society
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What Ongoing Evaluation and Feedback Processes Does
Your Institution Have and Use?
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Potential Clients
Students
Local Government
State Government
Agencies of Federal Government
Employers in Selected Industries (Both Public and Private Sectors)
Labor Organizations
Civic Groups
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Questions Regarding Students
Who Are Your Students (Really)?How Many Student Bodies? Disaggregate to Identify Distinctive Clientele and Population Groups
What Do Students Do (Really)?How Many Patterns of Enrollment?What Are the Impacts of These Patterns?Do They Square with Aspirations and Expectations?
(continued)
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Questions Regarding Students (continued)
What Is Your Student Retention Rate? Which Students Are Dropping Out? What Can You Do To Prevent That?
What Demands Do Students Make on the Institution?
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Sources of Evidence
Admissions Records
Registration/Transcripts
Student Surveys
Assessment Databases
Individual “Service Office” Records
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How Clients Are Served
Instructional ProgramsTransferVocationalAdult Literacy
Short-Course Training
Service—Problem-Solving Assistance
Support Services(continued)
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How Clients Are Served (continued)
Intended Outcomes
Knowledge and Skills to Be Acquired
Preparation for What?
Method of Delivery
Time and Place of Delivery
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What Is the Gap Between Myth and Reality in Program/Service Mix?
Trends in Student Enrollments and Degrees Granted by:
Department/FacultyLevel of Instruction
Trends in Research Productivity by Department/Faculty
Trends in Enrollments by Modes of Delivery
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Sources of Evidence
Student Transcripts
Student Evaluations
Testing and Evaluation Data
Syllabi Analyses
Faculty Personnel Files
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Questions Regarding Service
What Service Work Is Done at Your Institution?
Who Are the Clients?
Do You Know?
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Asset-Related Issues
Faculty and Staff Development
Program/Curriculum Development
Deferred Maintenance
Obsolescence/Sufficiency of Equipment
Currency/Accessibility of Information Resources
Change/Repair of:ImageGood Will
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B R E A K
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How Does Your Institution Make Adjustments so
It Can Enhance Its Areas of Comparative Advantage?
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Strategic Planning—Levels of Strategy
Strategic
Themes
Match
WHO WE ARE WHO WE WANT TO BE
Opportunities
Threats
1. Do we wantto change?
2. Must wechange?
3. Can wechange?
Strengths
Weaknesses
Mission
Clientele
Program Mix
Comparative Advantage
Assets
Mission
Clientele
Program Mix
Comparative Advantage
Assets
External Environment
Internal Environment
Organizational Culture
Level I – Strategic Themes
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Key Point
To Ensure a Link Between
Strategic Planning and Strategic Budgeting,
Funds Should Be Budgeted for
Contingencies and New Initiatives
(Right Side of Strategic Planning Chart)
Linked to the Strategic Themes for Change
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Linking Planning and Budgeting...
Planning Is Typically Conducted at the Strategic Level
Budgeting Is Typically Focused at the Operational Level
…Is So Difficult Because:
We Need to Develop an Approach to Strategic Budgeting.
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Central Considerations in Budget Process
Creation/Maintenance of Institutional Assets
Allocation/Use of These Assets in Such a Way that Priority Objectives Are Achieved
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Assets
The Focus of Budget Decisions
What Kinds Will We Have/Own?
In What Quantities/How Many?
With What Characteristics?QualityAppropriateness
At What Price?
What Are Assumptions About Levels of Utilization?
(continued)
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The Focus of Budget Decisions (continued)
PersonnelFacultyAdministratorsSupport
FacilitiesClassroomsLabsOfficesLibrary
Equipment/Technology
Collections
Students/Clientele
Finances (Endowments/Reserves)
Program/Curricula – Program Mix/Learning Modules
Intangible Assets
Types of Assets
(continued)
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The Focus of Budget Decisions (continued)
Consumables (Utilities, Insurance, Supplies, etc.)In What Quantities?At What Prices?
RevenuesIn What Amounts?From Which Sources?
AllocationTo Which Units?To What Ends? (the Basis of Accountability)
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One Set of Budget Trade-Offs
Quantity Quality Utilization Unit Total Total Sources
AssetsPersonnelFacilitiesEquipmentCollectionsStudentsFinancesProgramIntangible
ConsumablesServicesSuppliesUtilities
Contingency
New Initiatives
=
TuitionAppropriationsStudent FeesState BudgetGovt. GrantsPrivate GiftsEndowmentSales & ServicesOther RevenuesReserves
Costs Revenues
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Where Are Your Institution’s Points of Leverage?
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T H A N K Y O U!