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1 ASSESSMENT OF ALTERNATIVE ACADEMIC STRUCTURES FOR FLORIDA A&M UNIVERSITY 1.0 Introduction Over the last three years, FAMU has invested significant effort in looking at its academic programs, reviewing administrative and academic structures, as well as in refining its business processes. These efforts have been undertaken to position FAMU for the future by reinvesting and focusing on FAMU s strengths. Unprecedented budgetary limitations with little expectation for relief in the near future added to the urgency of examining administrative and academic structures and academic programs. In late February 2011, MGT of America, Inc. was retained by FAMU to assist in the redesign of its academic structure. Over a period of several weeks, MGT worked in tandem with the Organizational Analysis Task Force and the University s academic leadership to identify opportunities to build on FAMU s strengths through the reorganization and restructuring of academic units. More specifically, MGT s efforts included analysis of Task Force findings and conclusions, analysis of selected peer institutions, and identifying and assessing alternative alignments of FAMU s degreegranting colleges and schools. 2.0 Guiding Principles for Academic Restructuring As one of its initial steps, MGT developed a statement of guiding principles to provide direction for its assessment of FAMU s academic structure. After review by the university s academic leadership, the following principles were adopted: Academic restructuring should build on the findings and recommendations of the Organizational Analysis Task Force. FAMU must divest in order to invest for the future. Academic restructuring should build on FAMU s strengths and enhance the quality of academic and research programs. Mission critical units should be preserved and remain intact. Recommendations for restructuring of academic units should be criteria-based. In addition to guiding principles, MGT proposed a set of criteria to assess various proposals for FAMU s academic structure. The following three criteria were endorsed by FAMU academic leadership: 1) Program Effectiveness Instructional Synergy The combination of departments/colleges/schools should lead to opportunities for shared courses and instructional labs. MGT of America, Inc. Page 1

2 Research Synergy The combination of departments/colleges/schools should lead to stronger community outreach programming. Academic Impact The combination of departments/colleges/schools should have a major impact on the University s teaching, research, and service missions. 2) Program Efficiency Improved Staffing Efficiency The combination of departments/colleges/ schools should lead to more efficient college administrative FTE to faculty FTE ratios. Cost Improvement Over time the combination of departments/colleges/ schools should lead to cost reductions 3) Program Focus Mission Critical The combination of departments/colleges/schools should contribute to FAMU s core mission and the University as a whole. 3.0 Analysis of Academic Organization at Peer Universities As part of its analysis, MGT considered how similar universities have chosen to group their programs and departments into larger academic units. While each university has its own set of circumstances, information about how they have chosen to align academic units provides insight into how others attempt to find synergies that contribute to program effectiveness. FAMU has previously identified ten universities across the nation as its peers, and this group has been endorsed by the Florida Board of Governors. Among the criteria considered in selecting these peers were similarities in program offerings, especially in terms of professional schools, and land-grant mission. The peer universities for FAMU are: Howard University North Carolina A&T University Cleveland State University Nova Southeastern University University of Texas at Arlington Old Dominion University University of Louisville George Mason University University of Arkansas (main campus) Temple University A particular focus when comparing the academic organization of the peer universities was on the opportunities for realignment that had been considered by the Task Force. These opportunities included grouping programs in the health professions and replacing FAMU s traditional arts & sciences structure with several smaller groupings of related MGT of America, Inc. Page 2

3 departments that share more focused programmatic objectives. Our review of the academic structures at peer universities revealed the following. Arts & FAMU is considering a shift from a single college to three separate colleges. The peers exhibit four different models: 6 of the peers have a single college. 2 peers have two separate colleges (college of sciences is separate). 1 has three separate colleges. 1 has six colleges or schools. Education FAMU has a standalone college, with no change proposed by the Task Force. The peers are split between two broad models: 4 of the peers, like FAMU, have a standalone college. 6 of the peers have combined Education with Human Services. Allied Health and Nursing FAMU has a separate standalone college for each program, with no change proposed by the Task Force. The peers exhibit several different models: Pharmacy 4 of the peers have a standalone Nursing school; none of these peers also offer an Allied Health program. 6 of the peers place their School of Nursing in a larger College with other health-related units and/or Education. The only 2 peers that offer Allied Health programs combine them organizationally with Nursing. FAMU has a standalone college, with the only change proposed by the Task Force being a spin-off of the Institute for Public Health. Only 3 of the peers offer Pharmacy: 2 of the peers, like FAMU, have a standalone college. 1 peer combines Pharmacy, Nursing, and Allied Health into a single college. MGT of America, Inc. Page 3

4 Architecture FAMU has a standalone college, with minor changes proposed by the Task Force to incorporate related technology programs. Only 3 of the peers offer Architecture: 2 of the peers, like FAMU, have a standalone college. 1 peer combines Architecture with Engineering. Journalism FAMU has a standalone college, with no change proposed by the Task Force. Only 5 peers offer Journalism: 4 of the peers have Journalism as a unit within Arts & (or similar entity). 1 of the peers has a School of Communication with a Journalism department. Number of College-Level Units FAMU currently has 14 degree-granting units that report to the provost. Although reconfigured, under the Task Force recommendation, this number would remain at 14. Despite most of the peer universities having larger enrollments, they typically have a smaller number of degree-granting units that report directly to the provost: The range is from 6 to 18. The mean is The median is 9. Appendix A provides comparative information in a matrix format about the academic structure of the peer universities. In summary, no two universities are organized in the same way. We observed a wide variety of approaches for academic structuring, yet each university can be considered a successful institution. The implications for FAMU arising from our analysis of peer academic structures is that the University s own structure must respond to its unique history, circumstances and opportunities for development. 4.0 Analysis of Restructuring Efforts at Other Universities The FAMU restructuring initiative is part of nationwide movement and commonplace in the current higher education landscape and environment. Nationwide funding of public MGT of America, Inc. Page 4

5 higher education is challenged by unprecedented budgetary shortfalls. At the same time the current and future budgetary environment is providing a unique opportunity to look beyond the short-term budgetary limitations by focusing on the establishment of a more effective, efficient and responsive academic environment where both efficiency and synergy can be realized. This scenario is providing an opportunity for institutions to ask the question: What do we believe the institution of the future should look like and what attributes do we believe a graduate will need to prosper and succeed in the global economy? MGT identified a number of other institutions that have considered restructuring in recent years including: Clemson University Florida International University Florida state University Howard University Missouri University of Science and Technology North Carolina Central University Northern Arizona University Ohio State University Oregon State University Using the above institutions as a starting point, MGT reviewed the restructuring efforts of each in order to determine the impetus for restructuring, key components of the restructuring process, the principles and criteria used to guide the restructuring process, and the outcomes of the restructuring process. After analysis of these factors, MGT developed mini-case studies for selected institutions in order to develop a more in-depth understanding of restructuring at each institution. Common goals for these similar restructuring efforts were: Reducing administrative overhead and duplication of curriculum and elimination of low productivity programs in order to reinvest in new or improved educational offerings. Increasing interactions among faculty for learning and scholarly purposes. Focusing on academic programs that extend current strengths and programs that are leading edge. Creating a more responsive environment where efficiency, effectiveness and synergy can be realized. Building on academic strengths by targeting high visibility, high impact academic programs. Aligning academic structure and academic programs to better meet future needs of the institution and society. MGT of America, Inc. Page 5

6 The institutions that engaged in restructuring have experienced several outcomes. Typical outcomes for these similar efforts were: Recognition that restructuring will require time in order to embed in the culture and DNA of the institution. In other words it cannot be done overnight. Merging, restructuring or suspension of academic programs based on restructuring criteria. Elimination and/or reduction in the number of departments/colleges/schools. Streamlining/flattening of the organizational structure. Faculty and staff reductions. Cost savings. Recommendations for further study and review of proposed changes in the academic structure and academic programs. In Appendix B, several mini-case studies are presented for selected institutions that were part of MGT s review. The mini-case studies are both descriptive and analytical in order to fully describe the impetus and outcomes of restructuring. 5.0 Analysis of Potential Opportunities for Enhanced Program Effectiveness Program effectiveness was a key criterion for restructuring in the institutions described above and for the restructuring at FAMU. Several factors can be used to determine effectiveness including program productivity, level of research being conducted, level of funding, accreditation as well as other factors. A major criterion for examining program effectiveness at FAMU was synergy in terms of instruction, research and public service. Desired synergies include curricular innovation, research competitiveness, getting in front of emerging trends, and focusing effort on institutional priorities To assess program effectiveness MGT reviewed the work of the Task Force and its three subcommittees. This review was necessary for several reasons, the first of which was the guiding principle: restructuring should build on the findings and recommendations of the Task Force. The second and most important reason was the detailed and in-depth analysis of issues and factors related to program effectiveness which three subcommittees of the Task Force debated and discussed over a period of several months. Although the subcommittees worked separately and from different perspectives several commonalities emerged from the work of the subcommittees: The academic structure in terms of departments/colleges/schools should be modified. There were slight differences in the extent and degree of modification but none of the subcommittees recommended retaining the current structure. Significant opportunities exist for building on academic strengths by combining or merging academic programs and eliminating academic programs. MGT of America, Inc. Page 6

7 Selected colleges should be preserved and remain intact. Existing colleges such as Arts and Science should be reorganized by restructuring the college and/or merging and eliminating programs. There are a number of programs that are low productivity and not very effective. To help understand the context for the work of the Task Force and reactions from the campus community, MGT reviewed focus group transcripts where Task Force findings were presented. As expected, there were a diverse range of opinions and perceptions related to the Task Force findings. Obviously there were expressions of concern about the potential loss of programs and potential reduction in faculty and staff positions. There were also concerns expressed about the potential impact on students and the University as a whole. However, there were also expressions of support and understanding that FAMU is facing difficult times and change is not only necessary but essential in positioning FAMU for the future. As part of examining and assessing program effectiveness, MGT held a retreat with FAMU academic leadership to vet assumptions, observations and preliminary recommendations for restructuring and the impact on program effectiveness. The session with academic leadership was critical for addressing and analyzing opportunities for enhanced program effectiveness. The following resulted from the session with academic leadership: There are significant opportunities for greater program effectiveness and synergy by reducing the number of smaller academic units. There are significant opportunities for enhanced program effectiveness by reconfiguring departments/colleges/schools as shown in a later section of this report. The reconfiguration of structure and programs enhances the opportunity to have a much greater academic impact in the future. 6.0 Analysis of Potential Opportunities for Improved Program Efficiency Although the initial impetus for the academic restructuring initiative was academic renewal and program effectiveness, the state fiscal crisis underscored need to also place considerable emphasis on developing an even more efficient academic organization. MGT analyzed staffing and compensation data for each of the FAMU academic units in an effort to understand the potential for economy of scale that might be realized with organizing into larger colleges and schools and to estimate potential savings from merged units. A summary of our analysis of academic and administrative staffing by college is shown in Exhibit 6-1. MGT of America, Inc. Page 7

8 EXHIBIT 6-1 COMPARISON OF DEGREE-GRANTING UNITS ON MEASURES OF EFFICIENCY FLORIDA A&M UNIVERSITY Headcount Enrollment per Dean's Office Total Regular Faculty FTE per Dean's Dean's Office Total Compensation per Headcount Dean's Office Total Compensation per Regular Degree-Granting Unit Headcount Enrollment 1 Regular Faculty FTE Dean's Office Total FTE Dean's Office Total Compensation FTE Office FTE Enrollment Faculty FTE Arts & 3, $ 637, $ 181 $ 3,145 Pharmacy 1, $ 1,236, $ 1,045 $ 21,768 Engineering $ 669, $ 1,319 $ 12,863 Education $ 629, $ 978 $ 12,951 Law $ 3,664, $ 6,037 $ 76,342 CESTA $ 657, $ 1,743 $ 15,964 Business & Industry 1, $ 833, $ 707 $ 20,334 Allied Health $ 537, $ 691 $ 28,277 Journalism $ 360, $ 593 $ 20,020 Architecture $ 379, $ 1,305 $ 21,103 Nursing $ 364, $ 541 $ 24,320 Environmental $ 391, $ 7,828 $ 65,236 Summary 10, $ 10,362, $ 994 $ 18,293 1 Administrative positions and expenditures for the College of Law include campus administration as well as program administration. 2 Enrollment counts exclude 1,648 students in the School of General Studies. Based on our analysis of staffing ratios and expenditures for administrative compensation across the academic units, several points emerge: Smaller units cost more to operate and combining smaller units can reap the benefits of economy of scale. Compensation expenditures in a dean s office are typically in the range of $400,000 to $600,000. In designing a recommended academic structure for FAMU, attention will need to be given to grouping programs into college-level units that are of sufficient size that economies of scale can be realized and administrative cost savings can be achieved. 7.0 Recommended Structure for Colleges, Schools and Departments Based on its analysis of potential program synergies, opportunities for greater efficiency, and practices at peer universities and others that have restructured, MGT suggests that FAMU consider an academic organization that would consist of 12 degree-granting colleges reporting to the provost. The recommended structure, along with proposed titles of the administrative leader of each major academic unit, is illustrated in Exhibit 7-1. MGT of America, Inc. Page 8

9 EXHIBIT 7-1 RECOMMENDED ACADEMIC STRUCTURE FLORIDA A&M UNIVERSITY Provost School of Business & Industry College of Communication, Arts, and Behavioral College of Science, Technology & Mathematics College of Health Professions College of Pharmacy & Pharmaceutical Division of Accounting & Finance Division of English & Languages Division of Physics School of Allied Health (Assoc. Dean/Director) Division of Marketing & Management Division of Theatre Visual Arts & Humanities Division of Chemistry School of Nursing (Assoc. Dean/Director) Division of Information Systems & Operations Management Division of Professional Leadership Development Division of Economics Division of Music Division of Psychology Division of Political Science, History & African American Division of Biology Division of Mathematics Division of Computer & Information School of Public Health (Assoc. Dean/Director) University College Office of Retention Honors Institute International Education Division of Sociology & Criminal Justice Division of Social Work School of Architecture School of Journalism & Graphic Communication College of Education College of Agriculture College of Environmental College of Engineering College of Law Architecture Journalism Division of Educational Leadership & Human Services Agricultural Science Architectural Studies Public Relations Division of Secondary Ed., Technology Ed. & Foundations Agribusiness Engineering Technology Graphic Design Division of Elementary Education Biological Agricultural Systems Engineering Division of Physical Education & Recreation Entymology MGT of America, Inc. Page 9

10 This structure, if implemented, has the potential to realize significant savings in administrative expense annually. Just as important, it provides emphasis on high priority, health-related and STEM programs and aligns other programs where strong potential for greater synergy exists. 8.0 Implementation of Recommended Structure A significant number of complex issues will need to be addressed and resolved before implementation of restructuring can be completed. For example, FAMU s leaders will need to: Set up accounts and develop operating budgets for newly structured academic units. Recruit and appoint academic deans and directors for the newly constituted units. Work with the newly appointed deans to develop unit-level strategic plans that leverage the opportunities that come from realignment. Update various aspects of the university governance process, including establishment of committees that reflect the new academic structure and refinement of unit-level bylaws. Notify specialized accrediting bodies and assure them that the new structure continues to satisfy their requirements. Consider space reassignment to enable physical consolidation of newly combined units. Develop new communication materials, including the University catalog, Web site, admissions brochures, etc. Encourage team-building among newly consolidated faculties. In Exhibit 8-1, we outline how long each of these tasks might take to implement. Overall, up to twelve months could be required before the advantages of the new structure might begin to be realized. MGT of America, Inc. Page 10

11 EXHIBIT 8-1 IMPLEMENTATION TIMELINE Month Implementation Task July August September October November December January February March April May June Set up accounts & develop budgets Appoint deans & directors Develop unit-level strategic plans Update university governance Notify accrediting bodies Consider space assignments Develop communication materials Encourage team-building MGT of America, Inc. Page 11

12 APPENDIX A COMPARISON OF ACADEMIC STRUCTURES OF FAMU AND ITS PEER UNIVERSITIES Structural Entities FAMU Existing Structure FAMU Task Force Proposal Howard Structures for Common Programs Arts and College of Arts and College of Science & Technology, College of Behavioral & Social Science, College of Arts & Humanities College of Arts and, School of Communications Business School of Business and Industry School of Business and Industry School of Business Education College of Education College of Education School of Education Structures for Health Professions Allied Health School of Allied Health School of Allied Health College of Pharmacy, Nursing and Allied Health Dentistry College of Dentistry Medicine College of Medicine Nursing School of Nursing School of Nursing College of Pharmacy, Nursing and Allied Health Pharmacy College of Pharmacy and Pharmaceutical College of Pharmacy and Pharmaceutical College of Pharmacy, Nursing and Allied Health Public Health Institute of Public Health within College of Pharmacy and Pharmaceutical School of Public Health Master of Public Health Degree Program within the College of Medicine Newly Created "Center for Health " over Health-Related Schools Structures for Other Professional Agriculture College of Engineering, Technology, and Agriculture College of Agriculture and Environmental Architecture School of Architecture School of Architecture College of Engineering, Architecture and Computer Engineering College of Engineering College of Engineering College of Engineering, Architecture and Computer Journalism School of Journalism and Graphic Communication School of Journalism and Graphic Communication Department of Journalism within the School of Communications Law College of Law College of Law School of Law Social Work School of Social Work Technology College of Engineering, Technology, and Agriculture Environmental Institute College of Engineering, Architecture and Computer School of Divinity Summary Comparative Statistics Student Headcount 12,274 12,274 10,490 Number of Colleges Students per College MGT of America, Inc. Page 12

13 APPENDIX A (Continued) COMPARISON OF ACADEMIC STRUCTURES OF FAMU AND ITS PEER UNIVERSITIES Structural Entities Structures for Common Programs Arts and North Carolina A&T Cleveland State Nova Southeastern College of Arts and College of Liberal Arts & Social College of Arts and Business School of Business and Economics College of Business Administration School of Business and Entrepreneurship Education School of Education College of Education and Human Services School of Education and Human Services Structures for Health Professions Allied Health Institute for Early Childhood Studies, Oceanographic Center College of Allied Health and Nursing Dentistry College of Dental Medicine Medicine College of Medical, College of Osteopathic Medicine Nursing School of Nursing School of Nursing College of Allied Health and Nursing Pharmacy College of Pharmacy Public Health Institute for Public Health College of & Health Professions College of Optometry, Center for Psychological Studies Structures for Other Professional Agriculture Architecture School of Agriculture and Environmental Science Engineering College of Engineering Journalism Department of Journalism and Mass Certificate in Journalism within the Communication within the College of Arts College of Liberal Arts and Social and Law College of Law Law Center Social Work School of Social Work within College of Liberal Arts and Social Technology School of Technology Graduate School of Computer and Information College of Urban Affairs Criminal Justice Institute Summary Comparative Statistics Student Headcount 10,614 16,445 29,154 Number of Colleges Students per College 1,516 2,056 1,944 APPENDIX A (Continued) MGT of America, Inc. Page 13

14 COMPARISON OF ACADEMIC STRUCTURES OF FAMU AND ITS PEER UNIVERSITIES Structural Entities Texas at Arlington Old Dominion University of Louisville Structures for Common Programs Arts and College of Liberal Arts, College of Science College of Arts & Letters, College of College of Arts and Business College of Business College of Business and Public Adminstration Education College of Education and College of Education Health Professions College of Business College of Education and Human Development School of Music Structures for Health Professions Allied Health Dentistry Medicine Nursing College of Nursing School of Nursing within College of Health Pharmacy School of Dentistry School of Medicine School of Nursing Public Health School of Community & Environmental Health within College of Health School of Physical Therapy within College of Health School of Public Health and Information Science Structures for Other Professional Agriculture Architecture School of Architecture Engineering College of Engineering College of Engineering and School of Engineering Technology Journalism Department of English program with a Journalism emphasis within the College of Arts & Letters Law School of Law Social Work School of Social Work School of Social Work Technology College of Engineering and Technology School of Urban & Public Affairs Summary Comparative Statistics Student Headcount 28,085 24,013 22,031 Number of Colleges Students per College 3,121 4,002 2,003 APPENDIX A (Continued) COMPARISON OF ACADEMIC STRUCTURES OF FAMU AND ITS PEER UNIVERSITIES MGT of America, Inc. Page 14

15 Structural Entities George Mason Arkansas (Main) Temple Structures for Common Programs Arts and College of Science, College of Visual & Performing Arts, College of Humanities & Social Science College of Arts and School of Communication & Theater, School of Art, College of Music & Dance, College of Science & Tech, College of Liberal Arts, School of Environmental Design Business School of Management College of Business School of Business and Management Education Structures for Health Professions Allied Health College of Education and Human Development College of Education & Health Professions College of Education Branch Campuses, School of Tourism and Hospitality Management Dentistry Medicine School of Dentistry School of Medicine Nursing Pharmacy School of Nursing within the College of Health and Human Services School of Nursing within the College of Education & Health Professions Department of Nursing within the School of Health Professions & Social Work School of Pharmacy Public Health Structures for Other Professional Agriculture Architecture College of Health and Human Services College of Agricultural, Food & Life School of Architecture Department of Public Health within the School of Health Professions & Social Work School of Podiatric Medicine, School of Health Professions & Social Work Engineering Journalism College of Information Technology and Engineering College of Engineering Department of Journalism within the College of Arts and College of Engineering Law School of Law School of Law School of Law Social Work School of Social Work in the College of School of Social Work Arts and Technology College of Information Technology and Information Technology Research College of Science and Technology Engineering Institute within the College of Business School of Public Policy Summary Comparative Statistics Student Headcount 32,067 19,849 36,915 Number of Colleges Students per College 3,563 2,836 2,051 MGT of America, Inc. Page 15

16 APPENDIX B SELECTED CASE STUDIES Name of University: Florida State University Date: 2009 Impetus for Restructuring: According to a February 2009 memo from Provost Larry Abele to members of the FSU community, the state revenue available to support state activities, including universities, had dropped about 18% since FY Additionally, he noted a recent special session of the Legislature had reduced the university s budget by another 4% and there was every indication that more severe budget cuts would continue into the following year. President Wetherell convened a group of faculty and administrators, the Budget Crisis Committee, and asked the team to develop ideas on limiting the impact of the additional anticipated budget cuts. Impact on Number of Colleges and Schools: The proposal resulting from the Budget Crisis Committee s work called for as many as 200 faculty and staff layoffs, including about 25 tenured professors; the merging, restructuring or suspension of academic programs; a requirement that branch campuses support themselves within three years; and a 15-percent tuition increase each year of the three-year plan. It did not call for across-the-board salary cuts or furloughs for employees. Specifically, the proposal recommendations included: The colleges of Communication and Information have merged into one, the College of Communication and Information. In the College of Arts &, the geology department would be suspended as a separate department but could be merged with meteorology and oceanography into a new Earth & Atmospheric unit. In the College of Business, the Dedman School of Hospitality and the Golf Management Program would come under separate accreditation from the college so they could be open to more students and become self-supporting. The College of Social Work is exploring the possibility of merging with another college. The College of Visual Arts, Theatre & Dance would restructure into three schools: Theatre, Dance and Art Design. FSU-Panama City will become self-supporting in three years. Its budget would be cut by 25 percent (although it would receive federal stimulus funds). The Ringling Cultural Center would be self-supporting in three years. The Asolo MFA acting program also would become self-supporting. The colleges of Education, Human, Music, Nursing and Social also would suspend or restructure some programs. Impact on Program Effectiveness: Undergraduate courses in the newly joined College of Communication and Information have been redesigned to take advantage of faculty expertise and other resources brought by the merger. Also, newly realigned faculty are starting to undertake joint research initiatives as they become more aware of their colleagues expertise. MGT of America, Inc. Page 16

17 Impact on Program Efficiency: Savings from elimination of positions for a dean, an assistant dean and support staff have been redeployed to offset projected reductions in faculty positions. APPENDIX B (Continued) SELECTED CASE STUDIES Name of University: Oregon State University Date: Impetus for Restructuring: With declining state support for higher education, the university was challenged to become more efficient and effective in its organization and delivery of educational programs, while demonstrating measurable impacts on the civic, economic, environmental, and social well-being of society. The university announced new administrative guidelines designed to make OSU flatter and more focused, with fewer levels of management. Small departments were consolidated, and colleges have no more than five departments. Impact on Number of Colleges and Schools: The restructuring reduced the number of administrative units at all levels and strive for an efficient, creative, and world-class university that extends existing strengths and allow flexibility for developing innovative curricula. The 11 colleges of the institution have been realigned into four divisions: Division of Arts and Science - colleges of Education, Liberal Arts, Science; Division of Earth Systems Science - colleges of Agricultural, Forestry, Oceanic and Atmospheric ; Division of Health - colleges of Health and Human, Pharmacy, Veterinary Medicine; and Division of Business and Engineering. The new structure aligns the university s colleges into divisions based on themes outlined in the university s strategic plan: Healthy Planet College of Agricultural, College of Forestry and College of Oceanic and Atmospheric ; Healthy People College of Health and Human, College of Pharmacy, College of Veterinary Medicine; Healthy Economy College of Engineering, College of Business; Basic Inquiry The university developed plans to eliminate 500 course sections and more than 30 academic programs were to be restructured, eliminated or consolidated. OSU set minimum numbers of graduates for majors and minors in a program, and announced its intent to eliminate lower-division courses with fewer than 25 students, upper-division courses with fewer than 15 students and graduate courses with fewer than six students. Impact on Program Effectiveness: Although there were some savings with the proposal, according to the university president, the primary purpose would be to align our academic structure with the university s strategic plan, increase collaborations and interdisciplinary work, and create areas of distinction for growth. Impact on Program Efficiency: The approved recommendations were designed to save OSU an $14.2 million out of its $15 million to $20 million E&G gap. Further reductions were to come from additional program consolidation or elimination. MGT of America, Inc. Page 17

18 Those recommendations were scheduled to lead to the elimination of as many as 150 to 200 FTE positions in the E&G budget and another 75 to 100 positions from the statewide programs. MGT of America, Inc. Page 18

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