Recently, AI’s program manager Grace Spivak and our director of research and publications Daniel Fusch had the opportunity to interview Steve Kreidler, the vice president of administration and finance at Metropolitan State University of Denver, a public institution enrolling 20,000 undergraduate students. Several years ago, Metro State underwent a transformational strategic planning process and instituted an advisory budget task force that operates in an entirely new way. To learn more, we invited Steve Kreidler to speak with us about: Here are the key findings from our interview… 1. Bringing Transparency to the Budget Grace Spivak, AI. Can you describe how the new budgeting task force builds trust through transparency? Steve Kreidler. Previously, Metro’s budgeting process involved three people in a room (the president, the VP of administration, and the budget director). And this isn’t unusual; it’s common for universities have a small group huddle over the budget without gathering much input. What that leads to is the complete belief throughout the rest of the campus that deals are being made, some colleagues are getting preferential treatment, and that there is more money available than is being distributed. Today, we have a budget task force that includes a representative from each of the formal […]
If this article proves useful…You can take a deeper dive into this Middle Tennessee State University case study and a case study from Bay Path University in our recorded webcast. We’ve written a lot in past articles about the importance of resilience or “grit” to student persistence, and about what some offices on campus can do to help students—particularly first-generation and PELL-eligible students—build their resilience. Middle Tennessee State University has adopted a remarkably comprehensive and affordable (and therefore replicable) approach to doing so. To learn more, we spoke recently with Vincent Windrow, formerly the University’s Director of Intercultural and Diversity Affairs and now the Assistant Vice Provost for Student Success, and Dr. Rick Sluder, Vice Provost for Student Success at MTSU. They shared with us an in-depth look at MTSU’s REBOUND program: its three key phases, the results it has produced, and practical tips for other institutions that may wish to implement a similar initiative. What MTSU Set Out to Do Enrollment of students at MTSU who identify as either first-generation or are PELL-eligible has increased by 24% over the past five years. Now, nearly 50% of the incoming freshman class each year (1,400 out of 2,800 students) fall into […]
The Changes You Face Now Are Different From the Changes in the Past We’re well-equipped, in higher education, to meet technical change head-on. We’re often less well-equipped for adaptive change. This is a distinction Ron Heifetz drew, first in his thought-provoking book Leadership without Easy Answers (1998) and later with Martin Linsky in Leadership on the Line (2002). With technical challenges, situations arise where current knowledge, expertise and resources are enough to deal effectively. A technical problem is not necessarily trivial or simple but its solution lies within the organization’s current repertoire of resources (such as updated technology, takeaways from past experience, or decisions to invest more money or people). With adaptive challenges, there are fewer clear answers. Adaptive challenges cannot be solved with current knowledge and expertise, but require experimentation, risk taking, creativity and the ability to use “failures” as learning opportunities. The problem is that we too often treat adaptive challenges as technical ones. On top of this, many people tend to resist or deny adaptive challenges (e.g., Khan Academy, MOOCs, mobile technology in the classroom) because these challenges could dramatically change the way they think and act. Often, these people expect their leaders to come up with […]
Introduction Like a great many other institutions, we emerged from the pandemic knowing that the disruptions of the last few years would inevitably lead to changes in the preferences and desires of our student population around the educational model and how education gets delivered. We also knew that, to remain successful and competitive as an undergraduate program of ~2,900 students in a typical college of business at a large, public land-grant institution, we needed to keep in close touch with how those preferences were evolving. This article serves to tell that story: how we went about understanding our students’ changing attitudes about the educational model, what the data pointed to, and what changes we made in response. Students now clearly prefer to have online classes in all areas of their curricula, and they prefer asynchronous offerings over synchronous – a large change from what our data was telling us just one year ago. We hope that by telling this story, we urge and inspire other units to do the same: not only is it important to continually monitor and adjust to best meet your constituents’ needs, but those who are willing to adapt quickly have a distinct opportunity to take […]
Amy is a skilled educational leader who has served in diversified cabinet-level roles in academic institutions and in the for-profit sector. A dynamic executive known for a collaborative approach, an analytical mindset, and a bias for action, she brings more than 25 years of business leadership to her work. As a highly successful product, marketing, and communications leader, and as a teacher, advocate, and professional development consultant, she is passionate about student success and about elevating the stature of educational institutions in the world. In her most recent role as Senior Vice President and Chief of Staff at Worcester Polytechnic Institute (WPI), Amy was involved at the highest levels in setting strategic priorities for the organization, driving culture change, and elevating the operations of the university overall. The oversight and execution of major university-wide initiatives fell under her purview, including the university’s annual budgeting process; the development and implementation of WPI’s strategic plan, Lead With Purpose; the programming and launch of its newest facility on campus, the Innovation Studio; and the conception and launch of WPI’s Center for Project-Based Learning. She provided direction to multiple divisions on campus, oversaw the Chief Marketing Officer and Vice President of Enrollment Management, and […]
I have been involved with over one hundred planning efforts on a variety of campuses (including DePaul University, Central Community College, Tarleton State University, Stephen F. Austin State University, The University of the West Indies, Saint Joseph’s University, The University of California, Santa Cruz, Cornell University, Anoka Ramsey Community College). I have had my share of successes and failures with implementation efforts. Both the failures and the successes leave important clues. The success rate for the implementation of strategic plans is dismal, with the percentage of failed implementations ranging anywhere from 63% to 90%. In fact, Robert Kaplan of the Balanced Scorecard fame (1996, 2000, 2008) estimates that 90% of strategies fail due to poor execution. Actually creating strategies and inspiring strategic plans is not hard work. We have many intelligent, dedicated people throughout our campuses who have powerful hopes and aspirations. But having beautiful pictures of the future is not enough; we must be able to produce them. That’s the hard, difficult part of strategic planning. We must become world-class at actually executing our strategic plans. This will not be easy. I want to talk about some practices I’ve learned that work. Here are 10 of the most critical. 1. Always […]
EVALUATING AN EXTERNAL PARTNER External partners can provide boosts in quality, capacity and enrollment numbers for universities’ online programs. However, decision makers must be diligent in choosing who to partner with and examining which services are most efficiently outsourced. A lack of comprehensive preparation can lead to wasted resources, unnecessary costs and stagnant enrollments. In this article, Deb Gearhart, vice provost for e-learning and strategic partnerships at Ohio University, offers: Podcast: Rethinking Vendor Partnerships Checklist: 5 Mistakes to Avoid When developing a vendor partnership to help deliver your online program, these items are too commonly overlooked: MISTAKE #1. NOT BRINGING THE RIGHT PLAYERS TO THE PROCESS. Identify the key stakeholders early on. Ensure that all areas of the University that will touch your online program and its students are represented in both the planning and the evaluation of the partner vendor. This would include: Always work through your procurement office. MISTAKE #2. NOT CONSIDERING YOUR BUDGET. What are the costs to provide the services within your institution, compared to the expenses of bringing in a vendor partner? Online education is an upfront investment with costs recouped from enrollment. When reviewing vendors, be sure to gain a clear understanding of what […]
Have you experienced this scenario? Your faculty members attend a professional development training and return to campus excited to try new ideas. Fast-forward a few months…and little has changed because pedagogical transformation was shunted aside in favor of day-to-day teaching and research obligations. When this scenario happened at El Camino College, a group of faculty decided to change it. “Life’s very, very busy so it’s hard to take this next step,” explains Kristie Daniel-DiGregorio, Professor of Human Development. Along with her colleagues, she noticed that faculty would feel “electrified” by training, but that afterward, techniques were only implemented in an ad hoc fashion. She and a team of her colleagues wondered what would happen if the college continued to support their professional development on an ongoing basis after the training concluded. El Camino’s Faculty Inquiry Partnership Program — FIPP — was created to do just that. And they’ve been tracking the results. Student success rates in courses taught by faculty who participated in FIPP are two percent higher than rates in courses taught by faculty who had not attended. More than 90% of students reported that the strategies faculty in FIPP employed helped them better understand the material and increased their […]
“We are responsible for building meaningful relationships and for moving those relationships towards transformative, impactful, or participatory philanthropy. Simply visiting with someone is not enough.” Here’s what we need to be doing. AN AUTHENTIC APPROACH TO DONOR CONVERSATIONSThe following article is an excerpt from Kathy Drucquer Duff’s popular new book Productive Conversations with Donors: A Handbook for Frontline Fundraisers. Watch a video interview with the author at the end of this article. You can also learn more from Kathy Drucquer Duff at our upcoming conference Frontline Fundraising: Essentials of Gift Solicitation. As fundraisers, we have many responsibilities that, when allowed, will get in the way of our primary function: building authentic relationships with an aim of enhancing philanthropic support for our organization. When staff members walk into my office and share that they are experiencing a lack of enthusiasm for our work, are burned out, or are getting caught up in the smaller details of their jobs, I always ask the same question: “When was the last time you were on a donor visit?” The answer usually lists all of the other things that they have on their desks. And yet, I know that when we are inspired by our philanthropic […]
READ THE FULL SERIES 1. Executive Summary: The Changing Shape of Student Life Facilities (this article)2. Financing and Planning Student Life Facilities 3. Best Practices in Student Housing Design Earlier this year, we conducted a study of how institutions are planning for the design and placement of student life facilities over the next 12 months. Our study included: We want to take this moment to share our findings with you. They’re intriguing: Finding 1: Student Life Facilities are Being Planned in Tandem We were fascinated to learn that institutions are now thinking about core student facilities in conjunction with one another in ways that we haven’t seen in the past. These are no longer isolated projects. In fact, 40% of institutions are planning all of these facilities in the next two years, and 50% are planning more than one. FROM OUR INTERVIEWS “Recreational facilities, residence halls, the student center: we used to think about these facilities independently, but student needs have forced us to think about them collectively. How can we think creatively about maximizing finite space in conjunction with student improvement goals? How can we create spaces for spontaneous student interaction and organic student programming?”Respondent from a small women’s college in the West Finding […]
