Strategic Plan

Transcription

1 SONOMA STATE UNIVERSITY SCHOOL OF EXTENDED AND INTERNATIONAL EDUCATION Strategic Plan September 2015

2 VISION, MISSION & CORE VALUES The School of Extended and International Education (SEIE) supports Sonoma State University (SSU) students, faculty, staff, and communities. SEIE has core values that provide an environment that is experimental, entrepreneurial, and embodies Sonoma State University s mission (see Goals stated in this document are focused on expanding access and resources for SEIE programs and for SSU overall. SEIE recognizes that all its programs are in an economic environment that is dynamic, and SEIE must remain responsive and competitive when changes come. Vision The School of Extended and International Education serves diverse learners by providing global access to Sonoma State University. Mission SEIE s mission is to support lifelong learning support for our region with a global reach. There are three critical elements: 1. Develop relevant programs to serve SSU students, North Bay residents and regional employers; 2. Grow program relationships in the North Bay to access global communities and augment workforce development opportunities for students; and 3. Provide services to our academic partners on SSU s campus. Core Values Access; Partnership; Educational Excellence; Student-Centered; Service; Lifelong Learning; Diversity; Entrepreneurship; and Sustainability. The School of Extended and International Education plays two key roles at Sonoma State University (SSU): access and partnership. Lifelong learning remains SEIE s theme as an academic school. SEIE seeks to expand its programs, which range from the EXCEL for Youth program during summers to the Osher Lifelong Learning Program (OLLI) to workforce 1

3 development programs for adults that are both degree-seeking and skills-based. SEIE plays a crucial role on SSU s campus as a source of revenue for faculty and the campus overall. SEIE programs must maintain at least a regional, competitive advantage here in SSU s service area in our mix of certificate programs and degree-completion/matriculation programs to remain the first choice for current and prospective students. To support SEIE s mission and achieve its vision, SEIE makes investments in infrastructure and marketing to support faculty and curricular entrepreneurism. SEIE has five units, each a distinct area managed by a director. Goals and budgets are set by SEIE leadership as a team and allocated with an overarching goal of supporting the university s mission. The five units are as follows: Degree (Academic Credit) Programs; International Programs (SSALI, Study Abroad, Work, Intern, Volunteer Abroad (WIVA), National Student Exchange (NSE), Sonoma); Lifelong Learning (OLLI and EXCEL as specific programs); Non-Degree (Professional Development) Programs; and Finance, Talent Management, Marketing, and Support (Operations). Goals for each unit through 2018: The four program units are connected by the operations unit that supports all SEIE curricular and co-curricular programs. The Degree and Non-Degree programs have combined strategic goals because many operations are similar. International Programs Main Goal(s): Comprehensive Internationalization and global competence 1. Develop model for and use agents to recruit degree-seeking international students a. Financial model for use of agents; contract set-up; check on campus concerns. 2. Partner locally to serve more international students a. Housing options expanded; b. Website/mobile solutions in multiple languages; and c. Development of an International house and events for international students. 3. Short-term program options to accelerate and augment language learning, and generate interest in SSU degree programs. a. 4-week and 6-week, short-term programs that combine English language development and special topics. 4. Use SSU Faculty in developing new programs and being stewards of international students 5. Travel, as needed, to recruit partnerships 2

4 a. Travel schedule developed annually with budget focused on program partnerships not individual student recruitment. 6. Develop more bilateral agreements with universities for Study Abroad a. Drive more students and majors to use Study Abroad. 7. Revitalize the CCIE (Campus Committee on International Education) to promote international education and programs on campus); and 8. Support the Phi Beta Delta International Scholar Society on campus. Lifelong Learning Main Goal: Expand Lifelong Learning Programs in a Financially Sustainable Way 1. Assess capacity and space needs for EXCEL Program to grow 2. Stabilize and grow Osher Lifelong Learning Institute (OLLI) Program student body a. Financial model and locations that have long-term financial stability and growth 3. Engage more faculty to teach in OLLI program a. Develop a bench of faculty in particular disciplines 4. Ask OLLI students about their desires and potential donors a. Use advisory committee as a conduit to student body; and b. Curriculum Development to expand the scope of courses. 5. Fund Development and building an alumni network; and 6. Succession planning for OLLI: students, faculty and leadership. Degree and Non-Degree Programs (Academic and Non-Academic Credit) Main Goal: Increase support and access for students, faculty and staff in all programs 1. Grow enrollments and programs for undergraduates a. Aim to have all programs generate positive net revenue and budget for such an outcome 2. Expanding online education opportunities in new and existing programs a. Online learning tools and environments must grow 3. Find on-campus faculty and schools that have program ideas a. Allow for curricular entrepreneurism, albeit with a financial plan that works 4. Augment offerings in graduate programs through extension a. Augment by one degree program per year through Remain workforce-development relevant and competitive in non-degree offerings a. Community college partnerships; b. Workforce investment board partnerships; and c. Faculty partnerships (on- and off-campus) 3

5 Finance, Talent Management and Support Main Goal: Support students, faculty and staff to achieve their personal goals. 1. Mechanize and digitize all interactions a. Consider developing mobile apps for specific SEIE business applications; and b. Use online and mobile admissions and forms as much as possible. 2. Be transparent financially such that SEIE overall knows where it stands in real time a. Budget estimates for how SEIE financially interacts with CSU, SSU, and partner schools in Academic Affairs; b. Provide financial support and information as needed for all programs; and c. Quarterly financials as part of staff meeting for review. 3. Enhance the student experience every day a. Recognize and train for non-traditional students as part of SEIE student base; b. Provide a professional level of customer service and expectation of high-level, customer service; c. Dispense timely, dependable & accurate information to potential and current students, staff and faculty; and d. Cross-train student assistants to help for flex working and for building their resumes. 4. Intersession and Summer programs overhaul a. Focus on bottleneck courses and remaining competitive regionally 5. Create and maintain the best working environment on SSU s campus a. Build faculty and program manuals and expectations for coordinators; b. Maintain an appropriate level of staffing versus workload; c. Support professional development and training opportunities for staff i. Provide budget for such opportunities; ii. Support cultural competence development in staff and administrators; iii. Augment processes for staff communication; and iv. Invest in technology to support staff to do their jobs more efficiently. 6. Market all programs, especially new programs, using all forms of media a. Maintain excellent online and print materials that are mobile-tech ready; b. Design and maintain an accessible website that serves all students, faculty and potential user functions; c. Develop a model for new programs financially, including marketing needs; and d. Review current branding and make changes as needed. Summary SEIE s theme is to provide access and partnerships to all students. For faculty and staff, SEIE must be a welcoming, entrepreneurial environment and provide support. A business plan is in the next section and covers three fiscal years of operations. 4

6 SONOMA STATE UNIVERSITY SCHOOL OF EXTENDED AND INTERNATIONAL EDUCATION Business Plan September

7 Overview The School of Extended and International Education (SEIE) seeks to create and expand partnerships with Sonoma State s academic schools otherwise and also implement financial models for funding new programs. Increasing revenue and stabilizing costs result in financial sustainability for SEIE with the additional benefit of providing resources to SSU overall. From a management standpoint, two executive orders (EOs) from the California State University s Chancellor s Office provide SEIE with business plan guidance: EO 1000 and EO EO 1099 defines the role of extended education on any CSU campus; EO 1000 dictates how funds generated by extension programs can be spent on CSU campuses. SEIE views its operations as five units, where each of these units connects to the university and the community. There are some costs that are structural to SEIE s position as an auxiliary unit of the university operations. SEIE also pays rent for its spaces on campus. A goal of SEIE is to grow academic credit and non-credit (professional development and training) programs, but also grow our OLLI program and international students. Growth is meant to be for both depth and breadth; SEIE must become a place where faculty can be entrepreneurial and our staff can provide excellent service to students, faculty and the greater community every day. We start with a look at SEIE financials. The current figures show the fiscal year, as well as the fiscal year as perspective. The goals for growth are reflected in the projections through Income statements are shown here, as SEIE assets and liabilities are held at the university level. The business goals for SEIE are: 1. To provide transparent financial statements for all stakeholders; 2. To grow the financial resources for SSU operations overall; and 3. To use data in making strategic decisions, including course and program decisions. Our competition/partners include the following institutions: 1. Sonoma State Degree programs on the state-funded side; 2. The chancellor s office of the CSU system; 3. University of California campuses with extension programs in the North Bay and Bay Area, as well as the home-campus programs; 4. Community colleges in SSU s service area and in Contra Costa, Alameda, San Francisco, San Mateo counties; 5. American Association of University Women, Senior Centers; 6. Private universities regionally (Dominican University of California, Golden Gate, USF, etc.); 7. Workforce Development Boards and similar talent management organizations; and 8. Private companies providing workforce training, continuing education units, etc. In some cases, these are partners, in some cases competition and in other cases they are both. SEIE needs to remain nimble and open to partnerships regionally and globally. 1

8 Challenges/Opportunities SEIE faces toward 2018: 1. The Osher Lifelong Learning Institute continues to have financial issues in terms of its income statement. However, the Stolman gift and original, Osher Foundation investment in SSU as a place for OLLI provide corpus to create and grow programs and provide a broader student experience. OLLI operations have been historically funded by SEIE when there are net annual losses. This is a major, strategic concern. A review of OLLI s budget and operations is planned with two goals: (1) generating movement toward positive net revenue from operations; and (2) augmenting the student experiences. 2. International programs continue to have few matriculating students. This relates to a lack of co-curricular resources and infrastructure in our region for a diverse set of international students. We also suffer from a lack of resources focused on international recruitment. One goal of this strategic plan is to generate more housing options for international students and better systems for intake and service provision to this student population. 3. Non-degree programs need to remain relevant to SSU s regional workforce. The North Bay economy has changed little in terms of its industry mix since However, the need for certification programs, continuing education, and other service programs to local industries will continue to grow. SEIE acts as the delivery agent on SSU s campus for nondegree work, and is in a competitive environment with community college systems and other universities and organizations; there is a need to grow both depth and breadth in these programs. 4. Degree programs are the most challenging issue in SEIE. While we have a flagship program in the Executive MBA, the other degree programs continue to profit but are exposed to shifts in the market place (similar to non-degree programs) that make their future less certain. The long recovery period of our economy has helped draw people back to education (especially graduate programs), but we need to find programs that have a connection to regional business and not simply regional and intramural faculty. Business Plan at SEIE (aggregate) level The School of Extended Education is putting in place a systematic process for planned growth. New systems depend on data about each program, its total aggregate market (TAM), and other business metrics to make decisions and assess new proposals. In each of the SEIE business units, data-intensive decision making is a discipline we will follow. Below are measurable goals and outcomes we have in place for SEIE directors and the programs overall. 2

9 Programs: Objectives LifeLong Learning (LLL) 1. Build a financially-sustainable model by 2017; 2. Identify space for LLL programs; 3. General/Annual Fund Development to support low-income populations; 4. Add more classes that markets to a younger cohort for OLLI (ages 50-65); 5. Look at the possibilities of satellite campuses in northern Sonoma, Marin or Napa counties; 6. Continue to strengthen campus partnerships and relationships to academic side of SSU; 7. Develop fundraising plan for both OLLI and EXCEL; a. Plan program and operations for maximizing use of the Green Music Center (GMC) assets; 8. Consistent financial reporting to the OLLI Board and Finance Committee to help with strategic planning; a. Better succession planning for boards of OLLI and EXCEL; 9. EXCEL expansion of students by 10 percent per year; 10. Expansion of support for teaching assistants and faculty for EXCEL; and Degree Programs 1. Collaborate with intramural, academic partners to: a. Increase undergraduate students taking courses through SEIE by 10% by 2017; b. Increase graduate students taking courses through SEIE by 10% by 2017; 2. Expand use of online courses and spread into degree offerings; 3. Collaborate with extramural, academic partners, including all regional community colleges, to develop and deliver one, new, fully-online program annually by 2017 and examine viability of current degree completion and degree programs in SEIE; 4. Identify veterans and other markets that may be funded and need degree-completion programs; and 5. Expand SEIE online registration to all programs. Non-Degree Programs 1. Collaborate with intramural, academic partners to: a. Increase students taking certificate courses through SEIE by 10% by 2017; b. Increase non-credit courses through SEIE by 10% by 2017; 2. Expand use of online courses and spread into non-degree offerings; 3. Collaborate with extramural, employer partners to develop and deliver five, new, fullyonline non-degree programs by 2017 and examine viability of current slate of programs and certificates; and 4. Expand SEIE online registration to all students. 3

10 International 1. Increase the number of SSALI students by 20% per year through 2017; 2. Increase the number of Semester at Sonoma students by 40% per year through 2017; 3. Increase the number of international, matriculating, undergraduate students by 20% per year through 2017; 4. Increase the number of international, matriculating, graduate students by 20% per year through 2017; 5. Use of online learning as a way to extend campus and potential partnerships on degree programs; 6. Consider the business case for using agents for international recruitment per other CSU campus practices; and 7. Expand support on campus for international education through the development of the CCIE, PBD, and the expansion of International Education Week. Talent management/finance/support 1. Conduct annual reviews by business unit for continuous improvement; 2. Managers/Directors are held accountable to their budgets; 3. Invest in professional development for staff and team building; 4. Provide quarterly SEIE financial reporting for all programs; 5. Evaluate current business and administrative practices to achieve greater efficiencies (reduce expenses); 6. Develop successful communication and collaboration between SEIE and campus schools and service units; 7. Provide a professional level of customer service as defined by best practices of peer Extended Education units within the CSU system; 8. Provide opportunities for SEIE internal training and develop staff member yearly professional development plans; 9. Establish quality, functional space for staff, faculty, programs, and services to promote program growth and provide a positive work environment; 10. Ensure and support technological infrastructure options; 11. Review professional training manual with input from all units of SEIE; 12. Support cultural competence development in staff and administrators; and 13. Ensure that program fees are competitive in the region and with peer CSU Extended Education institutions. Current Inventory of Programs and Offerings The inventory of Extended Education programs is wide ranging from academic degree programs to continuing education classes that offer relevant CEUs for workshop training to non-credit programs at both the 50+ age level (the Osher Lifelong Learning program) and the below 14 (elementary and middle school age level (the EXCEL Program for Youth). For more information or current inventory 4

11 lists please go to the websites listed below: (click on Degree Programs, Certificate Programs, or another link of choice) (International Programs) (Osher Lifelong Learning) (Excel for Youth) Other programs and Sessions offered through Extended Education include Travel Study, Open University, Online Classes, Intersession, Special Session, Classes during Summer Term, and Professional Development. Degree Programs: Non-Degree (Certificate) Programs MS Computer Engineering Sciences Degree Completion in Hutchins at different locations: o Napa o Solano o SSU MA Depth Psychology Executive MBA MS Nursing (Post Masters) MA in Org Development (OD) MA Spanish APCE Post Master's Certificate; Audio Recording and Production Certificate AND-MSN Pathways (Nursing) Conflict Resolution Continuing Ed: Mental Health Professionals Continuing Ed: Personal Development Construction Management Craft Beer Hospitality and Tourism Management Human Resource Management Makers Certificate Nursing Transition into Practice (T2P) Patient Navigator Project Management Social Media Certificate Wine Business Management Wine Business Certificate Courses Word Press Potential New Programs Healthcare and Biotechnology; Degree completion in impacted programs; Hospitality as a degree program; and Cooperative enterprises. 5

12 Additional Revenue Generation Federal and State Grant Funding; Fundraising and Gifts; and Online Courses and Programs. SEIE Promotion and Advertising Catalogs (hardcopy and online); Direct mailing announcements; Constant Contact ( newsletters and announcements); E-News (online newsletter); Gray Matters (OLLI newsletter); SCOOP (SSALI student newsletter); Regional newspaper advertisement; Presentations (internal to SSU and external); Informational meetings; Website ( ); Contact lead personnel, faculty, administrators, etc.; Community Outreach (chambers of commerce, workforce development and investment organizations, etc.) Participation in conferences, especially workforce development; Membership in local, regional, state-level, national and international organizations; and Social Media Other Campuses: Best Practices As part of SEIE best practices, we want to monitor how other, aspirant campuses use their extension and international programs. Below are summarized four campus programs that are larger in scope and depth, but are good models: University of California at Davis: UC Davis has its open campus, similar to Open University, which has the following possibilities: Complete prerequisites before entering a degree program. Explore new subjects if you're considering returning to school. Finish your degree contact your college advisor to confirm your options. Improve your GPA for readmission to UC Davis. Obtain academic credit that you can transfer to a college or university. Get a head start in college this is a great option for motivated high school students. Expand horizons take a university class for personal enrichment. Further, their international programs have a chemical engineering certificate option for international students, which can act as an example for how engineering can have a larger 6

13 footprint at SSU through SEIE. Stanford University: Two possibilities at Stanford show how SSU can lever on-campus resources and the region: Masters in Liberal Arts: A mix of SSU s interdisciplinary Studies and Hutchins at the graduate level, this degree could be done through extension and a mix of classes that are then accessed through Open University. A sample curriculum is at the following website: Pre-collegiate Studies: This program would provide a summer curriculum to give students a head start on completing a college degree, or on getting more than one degree in four years. Because this is likely to happen over summer session, or potentially online, high-school student can gain access to classes that the regional community colleges may not offer or courses that act as bottleneck courses for undergraduate students in popular majors. San Francisco State University: Eldercollege: degree completion specific to 50 years and older students Given the age profile of SSU s service area, this may be a good program to consider for folks that simply want to take courses through Open University or need to complete degrees. Pricing can provide more incentive to fill classes, and the summer and intersession courses may be like an extension and feeder for OLLI. In all these cases, the ability of courses to be available in online and mobile formats is critical to the success of this strategic plan. Operations and Organizational Model The School of Extended Education has been in existence since the inception of Sonoma State in The School is a self-support operation that comes under the CSU heading of Extended and/or Continuing Education. The School is located in Stevenson Hall on the SSU main campus. This org chart recognizes the distinctive units under SEIE, where the Executive Director of Business Services administrates over all finance, marketing and talent management functions. 7

14 School of Extended Education 2015 Organization Chart by Business Units Robert Eyler, PhD Interim Dean Unfilled Assistant to Dean Jason Lau, PhD Exec Dir, Business Services and Operations Carin Jacobs, LifeLong Learning Berta Hodges, International Programs Londa Leveroni, Dir Non-Degree Programs and Customer Service Director, Degree Programs (to be hired) Business Services OLLI SSALI Front Office On-Campus Degree Programs Talent Management EXCEL International Programs Non-Degree Programs Advising Marketing Study Abroad Degree Completion Off-Campus Summer and Intersession Note: The Executive Director of Business Operations supervises all units alongside the Dean, and directly supervises Business Services and Operations The Business Services and Operations Unit supports all other units, faculty, staff, and especially SEIE students. The business services and operations unit supervises all human resources, financial and marketing efforts in SEIE. The organizational chart above show how SEIE runs strategic planning and budgeting efforts; for operations, the Business Services and Operations Unit supervises all operations and reports to the Dean. 8

15 Pricing The following table compares fees from the 2015/16 Fee Statement. Program/Category 2014/ /16 Contract Courses $55/unit $ 65/unit Open University Lecture/Discussion Courses $295/unit $295/unit Open University Nat. Sci. Lab/Nursing Courses $250/unit $305/unit Project Continuation $295/unit $275/unit Semester at Sonoma Tuition & Fees $305/unit $4,750/semester Additional Units (Open University) $295/unit $295/unit Semester at Sonoma Application Fee $125 $125 Special Session Courses Base Fee $295/unit $295/unit Special Session Degree & Certificate Programs: APCE Post-Masters Certificate $300/unit BA Liberal Studies - Napa Valley Program $350/unit $350/unit BA Liberal Studies - Solano Program $350/unit $350/unit Conflict Resolution Certificate $225/unit $225/unit Executive Master's Business Administration (EMBA) $1,550/unit $1,550/unit Family Nurse Practitioner Certificate $500/unit $500/unit Foundation and Business MBA $604/unit $759/unit Liberal Studies Degree Completion Program Fall 2014 Admits $350/unit $375/unit Fall 2015 Admits $350/unit $400/unit Liberal Studies Master's Program (ITDS-AVF) $375/unit $375/unit MA Depth Psychology $545/unit $545/unit MA Organization Development $645/unit $645/unit MA Spanish $390/unit $390/unit MS Computer & Engineering Science $700/unit $500/unit Miscellaneous Fees: Certification Fees-Conflict Resolution $100 $30 Dishonored Check Fee $30 $20 Late Registration Fee (Degree Programs) $125 $25 SSALI Application Fee $100 $125 SSALI Late Advising Fee $20 $100 9

16 Financial Model SEIE s financial model is the amalgam of individual unit budgets, where central operations act as a service to the program units. For example, our academic programs are a unit. Marketing, finance and talent management functions support and provide a service to those degree programs. This support extends to Lifelong Learning (OLLI, EXCEL), International Programs (SSALI, etc.) and our non-degree programs (certificates). Each new course or program must pass through a budget process and through a faculty-led curriculum committee as appropriate. Financial outcomes will be compared with the current budget in order to test the program s financial sustainability. This does not mean every program must be immediately profitable, but must plan to be over a two-year timeframe. This allows for some flexibility in how faculty can experiment with new programs and certificates. As a not-for-profit unit of Sonoma State University, any excess revenues must be directed to programs and cannot be directed out of SEIE (based on Executive Order 1099). SEIE can use this revenue toward planned support and investment in new program inventory, infrastructure, and general investment in program partners including departments, schools, businesses, industry, and other institutions, to name a few. This fundamental condition of SEIE s core business model: partnership. SEIE views its operations as a private-sector business inside of a non-profit, governmental agency. This provides team focus on the bottom line at all times. SEIE is focused on being a place that is welcoming for students, staff and our faculty. Unlike other academic units on campus, SEIE faculty members are all adjuncts and cover an array of subjects and disciplines that span all the other schools. The SEIE business model specifies four core areas, where each becomes a business unit. Revenue Streams The Extended Education business model focuses on services and revenue distribution. The business model employs a revenue distribution formula intended to provide incentives for Schools and Academic Departments to participate with Extended Education in building and delivering an inventory of degree and certificate programs specifically designed to meet the academic needs of the student body of Sonoma State University. SSU Extended Education has implemented the infrastructures necessary to track student credit hours and translate that into revenue available to the Schools/Department. Revenue Distribution Any new programs will be tested against the core business model such that their costs and revenues will be set against the other costs and revenues of that business unit and then a decision will be made in part on how that program would affect the unit overall. Such a model allows for higher-cost courses (such as those with labs or costs beyond the classroom expenses) to be considered and allow a larger scope of courses under SEIE. 10

17 For example, a course in Business Administration may simply have faculty costs. Assuming a certain number of students per course register, the costs of the course may be easily covered based on attendance. For another course, there may be field trips and other co-curricular costs that increase the cost per student, but cannot easily be priced to balance out the costs. There may be a way for such courses to still be run and retain the financial sustainability of the business model. There are also overhead, service costs to SEIE and SSU overall for on-campus services and to the CSU system. It remains a goal of SEIE to provide a place where the other schools at SSU can generate external revenue (revenue that is not state funded) through their programs. Each school will have a revenue sharing model that provides such additional resources, but does not violate Executive Order In some cases, the main benefit will be to provide faculty with additional incomegenerating activities. In other cases, there can be a direct transfer of funding to the academic school based on the program s net revenues. Part of our revenue goes to SSU and CSU central via Administration and Finance. Enrollments by Program Areas Academic Years to The chart below contains enrollments by each program area offered through Extended Education. Open U 1.2% SEIE Enrollments, Fiscal Year Non-Credit Certificates 15.1% OLLI 29.7% Contract Extension 12.8% Extension Credit 0.7% CEUs 0.8% Special Session Other 20.0% Special Session Degree Programs 10.8% EXCEL 7.8% SSALI 1.1% 11

18 In FY , SEIE had 12,386 enrollments and in FY , SEIE had 12,967 enrollments. Because some of those enrollments are duplicative, it is also good to consider the number of unique users of SEIE: in FY , that number was 6,442; in FY , that number was 6,027. Budget SEIE s actual financial performance for through and the projected budgets for both and are presented. All years provided or are budgeted for net revenue gains and positive net revenues. Three-Year Budget Projections The School s Director of Business and Operations together with the Dean created the two-year financial projections. The two-year projections for SEIE are conservative; growth in revenue should be seen as a mix of new programs and growth of current ones. For fiscal year , the growth of revenue is 8.6 percent as a goal. Some of these projections assume that SEIE will have costs of space that will change. These projections show that SEIE will generate a balanced budget. These projections also show the link between SEIE s fund balances and the net revenue generated from operations such that programs in SEIE have bank accounts for their programs to do some dynamic planning. The budgets are subject to change due to administrative, economic and other conditions changing. 12

19 Financial Report, Actuals and Projections, FUND SOURCES: Summer $1,729,497 $2,075,396 $2,099,650 $2,246,626 Contract Special Session 8,550 2,000 5,822 6,229 Special Session Degree Programs 2,515,277 2,641,041 2,845,406 3,044,584 Special Session 1,315,784 1,355,258 1,473,959 1,577,136 CEU 560, , , ,063 Contract CEU Extension 30,097 30,699 33,549 35,897 Contract Extension 58,750 61,688 66,461 71,113 Open University 121, , , ,190 Non Credit 922, ,784 1,032,971 1,105,279 Miscellaneous - Related to Student Fees 14,220 15,000 16,124 17,253 Miscellaneous - Non-Related to Student Fees 131, , , ,274 INITIAL FUND SOURCES 7,406,899 8,043,242 8,525,837 9,122,645 FUND USES: Special Session Programs Salary & Wages - Faculty 2,280,199 2,462,369 2,659,093 2,871,534 Operating Expense 394, , , ,028 Open University Payback 35,317 36,023 36,743 37,478 Extension Programs Salaries & Wages - Faculty 447, , , ,571 Operating Expense 261, , , ,978 Informational Support Information Technology 31,349 24,775 24,775 24,775 University Reimbursement Institutional Services / PY Adjustment 433, , , ,559 Utilities/Facility Services/Rent 218, , , ,038 CMS 46,857 68,188 75,007 82,507 Administration Salaries & Wages 1,511,114 1,680,816 1,869,576 2,079,534 Staff Benefits 613, , , ,488 Risk Management 81,093 84,548 88,150 91,906 State Pro Rata 202, , , ,104 Chancellor's Office Operations 33,387 26,737 28,074 29,478 Marketing 108, , , ,641 Phone / Postage 26,500 26,500 26,500 26,500 Bankcard Charges 63,136 62,628 65,759 69,047 Operating Expense 74,800 76,296 77,822 79,378 TOTAL EXPENSES 6,865,656 7,588,399 8,155,623 8,773,545 Revenue in Excess of Expenses 541, , , ,100 Add: Transfers from Foundation (OLLI) 50,000 50,000 25,000 - OLLI Endowment Earnings 105, , , ,399 Total Funds Available after Expenses & Transfers $696,642 $604,843 $500,612 $454,499 13

20 How Funds are allocated to Academic Affairs Total Funds Available after Expenses & Transfers $696,642 $604,843 $500,612 $454, Distribution of Revenue in Excess of Expenses Academic Affairs 39,186 Admissions & Records 15,383 16,219 17,100 18,030 Library 38,223 41,399 44,839 48,565 School of Arts & Humanities 91, , , ,743 School of Business & Economics 249,038 78,411 24,688 7,773 School of Education 16,943 28,000 46,273 76,470 School of Science & Technology 69,760 68,000 66,284 64,612 School of Social Sciences 41,283 41,000 40,719 40,440 Graduate Studies 23,750 22,675 21,649 20,669 TOTAL DISTRIBUTION TO ACADEMIC AFFAIRS 546, , , ,302 TOTAL FUND USES: 7,411,757 8,023,534 8,526,737 9,169,847 SURPLUS TO SCHOOL'S RESERVES $150,541 $169,708 $129,499 $58,197 Summary SEIE s focus continues to be the creation of partnerships. This is highly dependent on oncampus, academic faculty, departments and schools. The most significant growth is to come from new special sessions, intersessions, online programs, academic certificates, minors, and undergraduate and graduate degrees. These new programs will be delivered through various modalities with a focus on expansion of online and hybrid to reduce the need for new capital and to use a broader audience than what is physically possible in a classic format. However, some programs, due to their experiential nature, will need to be supported with space. It is necessary that SEIE and SSU invest capital in infrastructure, inventory and partnership development. You will see a capital budget below as well. We expect non-credit, professional development programs to grow, but perhaps not at the same speed as our degree programs. SEIE staff will work with SSU s academic schools to find programs that are market-ready and possible to help serve the North Bay region. The project management certificate program is a great example of such a partnership. All SEIE units are managed to insure fiscal responsibility (i.e., balance their yearly budgets). 14

21 Appendix A Location and Demographics Location Extended Education classes and programs are delivered both on the Sonoma State University campus and through the Sonoma County Region. The SSU campus is located 50 miles north of San Francisco. The School currently operates extended programs in Napa, Alexander Valley, Solano County, Santa Rosa, and the town of Sonoma. Demographics Home to nearly 495,000 people, Sonoma County (map provided below) is a prime location for tourism as well as residence. Just 35 miles from the San Francisco Bay Area, there are nine incorporated cities in the county, in addition to seventeen unincorporated areas. See for more. Household Demography, Annual Averages from the American Community Survey US Census Bureau, 2014 (factfinder.census.gov) Subject California Sonoma County, California Estimate Percent Estimate Percent HOUSEHOLDS BY TYPE Total households 12,542,460 12,542, , ,660 Average household size 2.94 (X) 2.57 (X) Average family size 3.53 (X) 3.16 (X) EDUCATIONAL ATTAINMENT Population 25 years and over 24,455,010 24,455, , ,308 Less than 9th grade 2,501, % 23, % 9th to 12th grade, no diploma 2,085, % 21, % High school graduate (includes equivalency) 5,066, % 67, % Some college, no degree 5,404, % 86, % Associate's degree 1,895, % 29, % Bachelor's degree 4,753, % 70, % Graduate or professional degree 2,747, % 38, % Percent high school graduate or higher (X) 81.2% (X) 86.7% Percent bachelor's degree or higher (X) 30.7% (X) 32.2% PLACE OF BIRTH Total population 37,659,181 37,659, , ,469 Native 27,483, % 406, % Born in United States 27,027, % 401, % State of residence 20,374, % 299, % Different state 6,652, % 101, % Foreign born 10,175, % 80, % U.S. CITIZENSHIP STATUS Foreign-born population 10,175,839 10,175,839 80,848 80,848 Naturalized U.S. citizen 4,790, % 32, % Not a U.S. citizen 5,384, % 48, % 15

22 Economic Demography, Averages from American Community Survey Subject California Sonoma County, California Estimate Percent Estimate Percent OCCUPATION Civilian employed population 16 years and over 16,635,854 16,635, , ,206 Management, business, science, and arts 6,132, % 83, % Service 3,096, % 45, % Sales and office 4,056, % 57, % Natural resources, construction, and maintenance 1,536, % 23, % Production, transportation, and material moving 1,813, % 22, % CLASS OF WORKER Civilian employed population 16 years and over 16,635,854 16,635, , ,206 Private wage and salary workers 12,806, % 174, % Government workers 2,398, % 30, % Self-employed in own unincorporated business 1,403, % 26, % Unpaid family workers 27, % % INCOME AND BENEFITS (IN 2013 INFLATION-ADJUSTED DOLLARS) Total households 12,542,460 12,542, , ,660 Less than 10, , % 7, % 10,000 to 14, , % 8, % 15,000 to 24,999 1,201, % 17, % 25,000 to 34,999 1,137, % 16, % 35,000 to 49,999 1,541, % 24, % 50,000 to 74,999 2,122, % 33, % 75,000 to 99,999 1,551, % 24, % 100,000 to 149,999 1,870, % 30, % 150,000 to 199, , % 12, % 200,000 or more 907, % 11, % Median household income (dollars) 61,094 (X) 63,356 (X) Mean household income (dollars) 85,408 (X) 83,823 (X) With earnings 10,118, % 146, % Mean earnings (dollars) 85,703 (X) 80,792 (X) With Social Security 3,184, % 56, % Mean Social Security income (dollars) 16,777 (X) 17,561 (X) With retirement income 1,942, % 35, % Mean retirement income (dollars) 28,083 (X) 28,633 (X) 16

23 Population Demography from American Community Survey, Averages Subject California Sonoma County, California Estimate Percent Estimate Percent SEX AND AGE Total population 37,659,181 37,659, , ,469 Male 18,726, % 239, % Female 18,932, % 247, % Under 5 years 2,527, % 27, % 5 to 9 years 2,517, % 28, % 10 to 14 years 2,564, % 29, % 17 years or younger 9,242, % 105, % 18 years and over 28,416, % 382, % 21 years and over 26,692, % 361, % 62 years and over 5,542, % 90, % 65 years and over 4,446, % 71, % Median age (years) 35.4 (X) 40.2 (X) 18 years and over 28,416,963 28,416, , ,324 Male 13,997, % 185, % Female 14,419, % 196, % 65 years and over 4,446,865 4,446,865 71,560 71,560 Male 1,944, % 30, % Female 2,502, % 40, % RACE Total population 37,659,181 37,659, , ,469 One race 36,031, % 469, % Two or more races 1,627, % 17, % One race 36,031, % 469, % White 23,467, % 389, % Black or African American 2,255, % 7, % American Indian and Alaska Native 286, % 6, % Asian 5,005, % 19, % Native Hawaiian and Other Pacific Islander 146, % 1, % Some other race 4,870, % 44, % Two or more races 1,627, % 17, % HISPANIC OR LATINO AND RACE Total population 37,659,181 37,659, , ,469 Hispanic or Latino (of any race) 14,270, % 122, % Mexican 11,917, % 104, % Puerto Rican 197, % 2, % Cuban 89, % % Other Hispanic or Latino 2,065, % 15, % Total housing units 13,726,869 (X) 205,078 (X) 17