Strategic Planning for the Alabama Community College System

Transcription

1 Strategic Planning for the Alabama Community College System Department of Postsecondary Education Executive Retreat June 24-25,

2 A Strategic Plan for the ACCS Developed under the guidance of the Chancellor By the ACCS staff, with institutional input With facilitation by staff And review by Task Force 2008 The process. 2

3 A Task Force report with recommendations A SMART Plan that will create Executive / Legislative buy-in Mission, Vision, Values Critical Issues Goals Strategies Objectives The product. 3

4 STAFF Develop mission, vision, values, issues July. Refine mission, develop critical issues & goals August. Visit benchmark systems September. Refine critical issues & goals, develop strategies & objectives October. Refine strategies, develop budgets November. Final report TASK FORCE Confirm mission, vision, values, issues August. Visit campuses Confirm critical issues, goals, strategies Confirm budgets Approve report 4

5 Mission, Vision, Values Public Affairs Research Council of Alabama 5

6 MISSION A brief summary of an agency s unique purpose for existence within the parameters of its legal context. It should summarize the actual work and purpose of the agency. An agency s mission creates the framework for the planning process. 6

7 27 colleges Community colleges Technical colleges Upper-level college Military academy AIDT Serves new & expanding industries ATN Serves existing business & industry 7

8 Policy The Alabama College System, consisting of public two-year community and technical colleges and an upper division university, seeks to provide accessible, quality educational opportunities; promote economic growth; and enhance the quality of life for the people of Alabama. Adapted from the ACCS Web Site To provide a unified system of academic college education, technical education, customized business and industry training, workforce development and adult education, as part of a seamless, lifelong education process for all Alabamians and corporate citizens. 8

9 Identifying the Components To provide a unified system offering adult education through skills development and GED completion, workforce development through technical education and customized training for business and industry, and academic education through transferable college courses and associate s degrees as part of a seamless, lifelong education process for all Alabamians and corporate citizens. 9

10 VISION A brief, compelling description of a desired future that best meets the needs of customers and stakeholders. A vision statement creates a shared understanding of the nature and the purpose of an agency. The mission provides purpose; the vision adds inspiration. It should be no more than one sentence, clearly related to the mission, and it should aim at inspiring and challenging the agency staff. VALUES The core principles that govern behavior and the way in which the agency conducts business. Values define the operating principles utilized in the fulfillment of the mission and vision. They are a part of the agency s organizational identity and should guide decision-making at all levels. When properly identified and reinforced, values can be used to shape an agency s organizational culture. 10

11 A Vision of What ACCS Can Be or Do Developing people so that they can maximize their possibilities Building the Alabama we ve dreamed of Higher education = higher income Higher income = better health, lower crime, more stable families 11

12 Integrity Quality Accessibility Cost-effectiveness Accountability Transparency Professionalism Core Values 12

13 VISION A brief, compelling description of a desired future that best meets the needs of customers and stakeholders. A vision statement creates a shared understanding of the nature and the purpose of an agency. The mission provides purpose; the vision adds inspiration. It should be no more than one sentence, clearly related to the mission, and it should aim at inspiring and challenging the agency staff. VALUES The core principles that govern behavior and the way in which the agency conducts business. Values define the operating principles utilized in the fulfillment of the mission and vision. They are a part of the agency s organizational identity and should guide decision-making at all levels. When properly identified and reinforced, values can be used to shape an agency s organizational culture. 13

14 Components of the Mission Adult Education:. Adult Education and GED Program. Prison Education. Skills Training Consortia Are these the key descriptors? - Skills-based training - High school or lower academic level - Non-credit, non-transferable 14

15 Components of the Mission Workforce Development:. Customized training for new/expanding industries AIDT. Customized training for existing businesses ATN College TEBI programs. Career / Technical Education Perkins program Are these the key descriptors? - Job-based training - Postsecondary certificate level up to 1 year - Non-transferable credits 15

16 Components of the Mission Academic Education:. College transfer programs Are these the key descriptors? - Academic content-based - Postsecondary level associate s degrees - Certificates of more than 1 year - Transferable credits 16

17 Do Boundary Issues Exist? Among mission components? For example: Where do C.I.T.Y. programs belong? Where do health programs belong? Where does proprietary school regulation belong? Across external boundaries? For example: Does Athens State University belong in ACCS? Relationship with Fire College, Peace Officers Standards & Training Commission? Interface with State Dept. of Education (Perkins)? Economic development interface with AIDT? 17

18 Do Organizational Issues Exist? 18

19 AUM Report on STC Organization (pp ) 3 regional STC offices linked to a host college Each office is unique in its arrangements Each operates its own unique accounting system; confusion & discrepancies in presentation of financial data Financial management process is cumbersome; authorizations pass through too many levels Chain of command is divided and some STC directors not subject to performance reviews 19

20 Issues Related to How ACCS is Organized In the In Operating To carry out: Department Units Adult Education Workforce Development Academic Education Human Resource Management IT Systems Management External Communications Financial Management Planning Scale: 1 = not an issue 10 = a critical issue 20

21 Virginia Community College System IT Decision-Making Structure Stakeholder work groups (students, instruction, administration, management information, telecomm. & computing) propose Technology Council (chaired by Vice Chancellor for IT, with institutional representatives) - recommends IT Policy Council (a committee of the Advisory President s Council) reviews and accepts Chancellor - approves 21

22 Examples of ACCS Committees Academic Discipline Committees Advisory Committee for Distance Education Joint Policy Review Committee Developmental Education Committee Mandatory Placement and Assessment Committee Advising Committee Nursing Admission Committee Training for Existing Business and Industry Network 22

23 Issues Related to Decision-Making Processes Processes that Involve: Exist? Utilized? Issue? Chancellor & Presidents Y / N Y / N DPE & Local Administrators for: Adult Education? Y / N Y / N Workforce Development? Y / N Y / N Academic Education? Y / N Y / N Human Resource Management? Y / N Y / N IT Systems Management? Y / N Y / N External Communications? Y / N Y / N Financial Management? Y / N Y / N Planning? Y / N Y / N Scale: 1 = not an issue 10 = a critical issue 23

24 Critical Issues Public Affairs Research Council of Alabama 24

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26 Personnel Issues Succession Planning is needed. Too many experienced people are retiring. Rising professionals need mentoring. Professional Development needs to be offered: Keeping skills current is a problem. Getting tenured people to upgrade skills is difficult. Tenure and Employment Standards Personnel Evaluation Standards need to be clear. Performance expectations need to be communicated clearly. Employment contracts are problematic. There are shortages of applicants for some positions. Morale is a problem in some institutions. 26

27 Information Systems Issues A common reporting/administrative system is needed. What information should it contain? Is a new software system required? Distance Learning needs a common platform and quality monitoring. Training needs exist for hardware and software systems. Capacity varies greatly across the system. Each college needs to have a dedicated trainer for IT and Distance Education systems. 27

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29 Funding / Finance Issues State funding is inconsistent and skewed. The system should help with securing better prices for purchases for colleges within the system. Capital funding needs to be proactive, not reactive, based on objective data, including deferred maintenance. Funding needs to follow performance. Administrative costs need to be uniform. Colleges need to maintain appropriate financial reserves. Colleges could use assistance with grant writing. More private and local funding is needed. Tuition costs are an issue. The burden on students needs to be monitored. More need-based financial aid need to be offered to fulland part-time students. 29

30 Governance Issues Define the decision-making boundaries between the department and the colleges. Internal controls need to be strengthened. Some form of local community guidance is needed. Operating protocols for department personnel need to be defined including the meaning and weight of various directives, guidance, and suggestions.. The system needs to find the proper balance between central control and local autonomy. This includes the question of how much local uniqueness should exist; and Whether institutions that began as academic and technical colleges should maintain their distinct character is also an issue. There is a need for stability in policies and consistency in enforcement. 30

31 Other Issues Colleges need better understanding of AIDT. What should the relationship be with the fire college and police academy? Does Athens State belong in a community college system? The department also needs to market itself to the colleges. Clear messages about expectations. Better listening about problems. Gas prices may hinder students in attending classes. Many professional development seminars are held out-ofstate. Clearer focus on teaching objectives and student outcomes. What has been learned from the audit of Bishop State? 31

32 Communications Issues The department needs to improve its external relations: In Governmental Relations the department needs to advocate effectively for the colleges. In marketing colleges to the public, the department needs to remake image. The department also needs to market itself to the colleges. Clear messages about expectations. Better listening about problems. The system needs to think outside the box about engaging underserved populations. Policies, memoranda, and other directives need to be centrally located and easy to find. 32

33 Adult Education Issues Bring more people into adult ed. programs. Retain more students to increase completions. Increase funding. Improve management of Adult Ed. funds. How best to hold presidents and adult ed. Directors accountable; need staff training on appropriate use of adult ed funding. What about Alabama goes back to school? How to partner better with high schools to move dropouts more quickly into adult ed. programs. How to improve prison education offerings. Where does C.I.T.Y. program belong, and how should it be managed? Adult ed. is workforce development; separating it out is harmful to the mission. 33

34 Adult Education Issues (cont.) Clearer focus on objectives, communicate what is desired to colleges; expectations are too broad. Need to work more closely with Career Links to help people in high tech fields; need cooperation between adult education and developmental ed, and technical training. Help students transition smoothly from GED to training/college. Better documentation is needed, recruiting and tracking students over time. Need professional development for instructors. The D3 salary schedule is a problem in recruiting. Targeting lower-skilled people is harder and requires more funding. Need counselors for the program participants. Adapt teaching to adult learners; review delivery of instruction to the new generation of adult learners. 34

35 Adult Education Issues (cont.) Encourage more involvement from faith community. Teachers should hold certifications in areas taught, better qualified teachers are needed. Need real-time data. Participants need vouchers for transportation and child care. Need to push forward with implementing recommendations of the Recruitment Committee. 35

36 Workforce Development Issues Improve Skills Training Consortium financial and program management. More emphasis on the regional nature of workforce issues; closer relationships with local business leaders; attention to small businesses. Unified delivery system; locate career links on campuses. More cooperation between AIDT and the colleges. Reduce the dropout rate from nursing programs. Should Perkins administration be moved from SDE to DPE? Expand dual enrollment in technical areas. Review use of credit vs. noncredit courses to increase flexibility. Make the State Workforce Planning Council s efforts move more quickly. 36

37 Workforce Development Issues (cont.) Improve TEBI efforts, especially customer focus. Ensure rapid development of programs in high-need fields. Funding, equipment, and software needs for workforce programs. Shorten approval timeline with ACHE to improve responsiveness. Increase effectiveness of communication with potential students. Workforce dev. does not operate like colleges, is hampered by personnel rules; considering trainers as employees is costly 7% raise, tenure Strengthen college relationships with CareerLink. Require persons on unemployment to take re-training classes. 37

38 Academic Education Issues Improve the quality in distance education. Take advantage of the experience in the System. Expand institutional review, gather feedback data from universities. State should develop information on retiring faculty and supply in technical and health areas. Align exit competencies with entrance competencies of universities. Align programs with needs of the community. How to measure quality and quantity of output in this function. How to enhance instructional technology at all colleges. Review admissions and scholarship programs. 38

39 Academic Education Issues (cont.) Better utilize professional stakeholder groups in the System. Writing requirement for associate degrees? Review pre-engineering curriculum. Create a biotech/pharmaceutical tech curriculum. Ethics course requirement? System / campus security and recovery plans. Consider partnerships with universities in areas of shared competency (e.g., building science at Auburn). More online courses and flexible scheduling options. Dual enrollment subsidy should apply to academic as well as technical fields. Disseminate best practices of high performing schools to improve performance of others. 39

40 Academic Education Issues (cont.) Ensure quality of distance education. Instructional technology needs for state of the art learning environment. Multi-course campuses should approach course schedules as a one-college concept. Negotiate distance learning contracts at state level; charge technology fee to students in DL classes because they benefit; more training at state level on use of technology in academic classrooms, perhaps train the trainer. 40

41 CRITICAL ISSUE A show-stopper an impediment that must be removed or a missing ingredient that must be added in order to enable the organization to achieve its mission. Critical issues flow from the mission, in that they define the key factors that stand in the way of accomplishing the organization s purpose. There are no magic numbers of critical issues, but those on the list should truly be critical in nature. GOAL A target with a time frame of 3 5 years for completion. Goals define the destination(s) sought, ideally in measurable terms and with reference to the date by which they are expected to be accomplished. In SMART planning, we do not seek quantity but rather quality in the goals established. Every goal carries with it the expectation that it will be accomplished, so there should be no more goals than can be managed. SMART planning is continuous from year to year, and as goals are accomplished, they drop from the plan and are replaced by succeeding goals. 41

42 FINAL DRAFT STATEMENTS FROM THE SESSION: MISSION To provide a unified system of academic education, adult education, and workforce development. VISION We are united so that education works for all Alabamians. VALUES We provide high-quality, accessible, and cost-effective educational opportunities, executed with integrity, accountability, transparency, and professionalism. 42

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