review and revision of academic program planning

Review and Revision of Academic Program Planning

March 6, 2008March 6, 2008

Dr. Alan MabeDr. Alan MabeVice PresidentVice President

for Academic Planningfor Academic Planningand University-School Programsand University-School Programs

The University of North Carolina General Administration

2UNC-GA Academic Planning/ARM-wmd/03-6-2008

Board of Governors’ Authority in Degree Program Approval

Board of Governors’ Authority in Degree Program Approval

The Board of Governors shall determine the functions,

educational activities, and academic programs of the

constituent institutions. The Board shall also determine the

type of degrees to be awarded by each constituent

institution…The Board, after giving adequate notice to the

affected institutional board of trustees and affording it an

opportunity to be heard, shall have the authority to

withdraw approval of any existing program if it appears that

the program is unproductive, excessively costly, or

unnecessarily duplicative.[G.S. 116-11(3)]

The Board of Governors shall determine the functions,

educational activities, and academic programs of the

constituent institutions. The Board shall also determine the

type of degrees to be awarded by each constituent

institution…The Board, after giving adequate notice to the

affected institutional board of trustees and affording it an

opportunity to be heard, shall have the authority to

withdraw approval of any existing program if it appears that

the program is unproductive, excessively costly, or

unnecessarily duplicative.[G.S. 116-11(3)]



Committee on Educational Planning, Policies, and Programs’ Authority in Degree Program ApprovalCommittee on Educational Planning, Policies, and Programs’ Authority in Degree Program Approval

The Committee on Educational Planning, Policies, and

Programs shall consist of nine voting members. It shall

receive the advice and recommendations of the president

and make recommendations to the Board in all areas

pertaining to the development of a coordinated system of

higher education in North Carolina, including: (a) the

definition of mission and assignment of functions of each

constituent institution; (b) the review of requests for the

initiation of new degree programs and recommendations

for the termination of existing programs….[Chapter III, Section 301C]

The Committee on Educational Planning, Policies, and

Programs shall consist of nine voting members. It shall

receive the advice and recommendations of the president

and make recommendations to the Board in all areas

pertaining to the development of a coordinated system of

higher education in North Carolina, including: (a) the

definition of mission and assignment of functions of each

constituent institution; (b) the review of requests for the

initiation of new degree programs and recommendations

for the termination of existing programs….[Chapter III, Section 301C]



Current Degree Program InventoryCurrent Degree Program Inventory

Degree Level Total

Baccalaureate 1,073

Master’s 719

Intermediate 13

Doctoral 207

First Professional 9

TOTAL 2,021Doctoral Degrees

1st-Professional Degrees

PhD 179 MD 2

EdD 18 JD 2

DrPH 6 LLB 1

AuD 1 DVM 1

DPT 2 DDS 2

DMA 1 PharmD 1



Changes in Academic Program Inventory since 1972: Programs Established

Changes in Academic Program Inventory since 1972: Programs Established

Program Area Bachelor's Master's 1st-Prof Doctoral TOTAL

Agriculture & Natural Resources 6 3 1 10

Architecture & Environmental Design 3 1 1 5

Area Studies 15 4 19

Biological Sciences 8 15 16 39

Business and Management 22 19 3 44

Communications 13 3 1 17

Computer & Information Sciences 13 16 1 30

Education 32 66 11 109

Engineering 25 17 9 51

Fine and Applied Arts 20 9 1 30

Foreign Languages 5 4 9

Health Professions 28 30 3 18 79

Home Economics 3 6 9

Law 0

Letters 12 7 2 21

Library Science 1 1

Mathematics 6 7 2 15

Physical Sciences 14 11 3 28

Psychology 3 5 3 11

Public Affairs & Services 29 28 3 60

Social Sciences 19 13 4 36

Interdisciplinary Studies 25 13 7 45

TOTAL 301 277 3 87 668*

[* Plus 1 Intermediate (CAS or EDS) program, for a 669 total of all programs]



Changes in Academic Program Inventory since 1972: Programs Discontinued

Changes in Academic Program Inventory since 1972: Programs Discontinued

Program Area Bachelor's Master's 1st-Prof Doctoral TOTAL

Agriculture & Natural Resources 5 2 7

Architecture & Environmental Design 1 1

Area Studies 2 1 3

Biological Sciences 7 3 1 2 13

Business and Management 14 2 16

Communications 4 1 5

Computer & Information Sciences 0

Education 76 98 3 177

Engineering 12 3 1 16

Fine and Applied Arts 9 4 13

Foreign Languages 11 13 1 25

Health Professions 21 5 1 27

Home Economics 8 5 2 15

Law 1 1

Letters 4 3 7

Library Science 2 2

Mathematics 2 4 6

Physical Sciences 8 8 16

Psychology 1 10 1 12

Public Affairs & Services 5 2 7

Social Sciences 17 13 30

Interdisciplinary Studies 8 2 10

TOTAL 217 180 1 11 409*

[* Plus 18 AA, 1 AAS, and 80 CAS & EDS programs, for a 508 total of all programs]



Impact of UNC Tomorrow on Academic Program Planning

Impact of UNC Tomorrow on Academic Program Planning

UNC should examine the missions of its 17 constituent institutions in the light of state and regional needs from a “system” perspective so that the programs and resources of all institutions serve the State and its regions in a manner that complements each other, maximizes resources, and avoids unnecessary duplication.

UNC should review the academic planning process to ensure that the needs of North Carolina are fully considered in establishing and discontinuing degree programs.

UNC should continue to seek an efficient use of available resources in the fulfillment of its mission.

UNC should encourage and facilitate interdisciplinary and inter-institutional collaboration among its institutions.



General Guidelines for Degree Program Assessment

General Guidelines for Degree Program Assessment

State needs will be the primary consideration in program

development and discontinuation.

Degree program proposals for high-need areas will have priority over

other programs.

All levels should become more nimble, efficient, and responsive.

Online degree offerings are to be expanded and integrated into the

consideration of program duplication.

The University must remain committed to excellence.

The broader values of the University set the context for program

planning.



Guidelines for General Administration (slide 1 of 2)


Proactively and regularly scan for degree program needs that lead to new, expanded, jointly

developed, revised, or discontinued academic programs.

Track workforce needs and anticipate areas for new degrees or expansion of existing

programs to meet new or growing needs.

Do an annual scan of state needs and produce an annual high-needs list and a revised

response plan.

Develop a proposed systematic list of programs for online delivery and a plan for seeking

campus development of the programs.

Develop a mechanism to scan for underserved regions of the State and a way to address the

findings.

When needs are identified, use a formal or informal RFP process for seeking a campus or

campuses to develop or expand a program.





Promote collaboration in developing or expanding degree programs.

Continue the study of productivity of all programs and newly established programs.

Develop new methodology for addressing duplication, whether regarding new degree

proposals or existing degrees.

Develop standards for campuses’ periodic reviews for quality and responsiveness to

regional and state needs (utilize campus best practices).

Review internal GA processes for efficiency and speed of response.

The University must balance nimbleness and responsiveness with due diligence and a

state-wide perspective.

Review and revise standards for offering degree programs at various levels and by

various methodologies.



Guidelines for CampusesGuidelines

for Campuses

Campuses are to be demand-driven and not so much internally driven.

Identified state and regional needs (new or expanded) will be the key driver for academic

program development.

Review and develop ways to make campus program development processes more

efficient and less time consuming.

Provide an avenue to nimbleness in program response at the campus level.

Include expansion of existing programs and collaboration as key considerations in the

review process for proposed new degree programs.

Include consideration of whether there are degree programs that could be discontinued

and resources reallocated as part of the justification for a proposal to establish a new

degree program.



Current Process: Bachelor’s and Master’s Degree Programs

Current Process: Bachelor’s and Master’s Degree Programs

1. Campus notifies GA by posting online their intent to plan a new

degree program.

2. After appropriate planning and endorsement by the campus, the

proposal for establishment is transmitted to GA.

3. GA analyzes the proposal and discusses any campus concerns that

are expressed.

4. The focus is on student demand for program, jobs for graduates,

and resources for the program.

5. GA gives recommendation to Educational Planning Committee.

6. Educational Planning Committee acts and recommends to BOG.

7. BOG acts on program proposal.



Current Process: Doctoral and First-Professional Planning

Current Process: Doctoral and First-Professional Planning

1. Program is proposed to GA for planning; proposal is normally reviewed

internally but outside reviews are sometimes sought.

2. Proposal is taken to University Graduate Council for recommendation;

presentation is made by campus’s representatives.

3. GA gives recommendation to Educational Planning Committee.

4. Educational Planning Committee takes action on the proposal.

5. If the program is approved for planning, then the campus can develop a

plan to establish it.



Current Process: Doctoral and First-Professional Establishment

Current Process: Doctoral and First-Professional Establishment

1. Proposal to establish a new program comes to GA.

2. Proposal is reviewed internally and then by two external reviewers.

3. A summary of reviews is presented to campus (outside reviews masked).

4. Campus representatives make presentation to University Graduate Council for

recommendation.

5. GA reviews the program in all stages in terms of students for the program, jobs for

graduates, quality of faculty and research level, appropriateness for campus,

similar programs in the system, and resources for the program.

6. GA makes recommendation to Educational Planning Committee.

7. Educational Planning Committee makes recommendation to BOG; BOG acts.



Proposed Changes to Academic Program Planning

Proposed Changes to Academic Program Planning

GA will have a proactive responsibility for determining the need for new

degree programs.

System priorities for program development will be identified on a periodic

basis.

Priorities for the process will be identified.

Productivity, quality, and effectiveness of programs will be assessed

regularly for continuation and discontinuation.

The process will be speeded up to be nimble and responsive, yet

compatible with due diligence for meeting state needs.



General Administration’s Proactive Responsibility

General Administration’s Proactive Responsibility

Needs assessments will be done for new degree programs in which data

will be examined to establish need and productivity, with attention to

number and percent that need to be produced in the State and number

and percent that need to be produced by public universities.

GA commissions needs assessments.

GA assembles disciplinary roundtables for review of select areas.

GA uses reviews by disciplinary experts, including on-site visits by

disciplinary experts.

GA circulates degree proposals to all campuses for review in terms of

expansion and collaboration.



System Priority for Program Development

System Priority for Program Development

Assessment of regional and statewide needs will be done periodically.

Based on state needs, priorities will be established for the development of

degree programs: expanded programs, new programs, modified

programs.

Priority needs will be fully met in program development.

In high-need areas, priorities will be addressed beyond degree offerings;

for example, professional development in teacher education, or

continuing medical education



Priorities for the Process Will Be IdentifiedPriorities for the Process Will Be Identified

Normally the following will have priority in the academic program planning

process:

• Identified high-need degree programs

• Expanding a degree program

• Establishing a joint degree program

• Collaborating in the offering of a degree program

• Availability of an online degree program

• Development of an online degree program



Productivity, Quality, and Effectiveness of Programs Will Be Assessed Regularly for Continuation and Discontinuation

Productivity, Quality, and Effectiveness of Programs Will Be Assessed Regularly for Continuation and Discontinuation

GA will continue periodic productivity reviews.

GA will collaborate with campuses to establish the standards for periodic

campus-based reviews for productivity, effectiveness, and quality of

programs by degree level.

GA will explore replacing multiple low-enrolled programs with one or more

online degree programs.



Speed Up the Process to be Nimble and Responsive, yet Compatible with Due Diligence for Meeting State NeedsSpeed Up the Process to be Nimble and Responsive, yet Compatible with Due Diligence for Meeting State Needs

Review GA process for responsiveness.

Campuses review their processes to streamline them compatible with

preserving their faculty’s role in curriculum decision making.

Explore experimental degree programs that would provide latitude for

campus experimentation with new programs at bachelor’s and master’s

levels.



UNC’s Doctoral-Granting UniversitiesUNC’s Doctoral-Granting Universities

Research Universities (very high research activity)NCSU

UNC-CH

Research Universities (high research activity)NCA&T

UNCG

Doctoral/Research UniversitiesECU

UNCC

New Carnegie Basic Classification (March 2006)



UNC’s Master’s Colleges and UniversitiesUNC’s Master’s Colleges and Universities

Master’s Colleges & Universities (larger programs)

ASU

NCCU

UNCW

WCU

Master’s Colleges & Universities (medium programs) UNCP

Master’s Colleges & Universities (smaller programs)FSU

WSSU




UNC’s Baccalaureate Colleges and Special Focus Institution

UNC’s Baccalaureate Colleges and Special Focus Institution

Baccalaureate Colleges (diverse fields) ECSU

Baccalaureate Colleges (arts and sciences) UNCASpecial Focus Inst’s (schools of art, music, & design) NCSA




Number of UNC Degrees Granted in 2006-07Number of UNC Degrees Granted in 2006-07

Carnegie Classification Institution 1st-Prof Doctoral Master’s Bacc TOTAL

Research (very high)NCSU 75 411 1,457 4,601 6,544

UNC-CH 601 512 1,871 3,787 6,771

Research (high)NCA&T 0 6 324 1,321 1,651

UNCG 0 74 915 2,199 3,188

Doctoral/ResearchECU 60 59 1,377 3,402 4,898

UNCC 0 48 976 3,118 4,142

Master’s (larger)

ASU 0 3 639 2,425 3,067

NCCU 123 0 348 774 1,245

UNCW 0 1 348 2,268 2,617

WCU 0 13 496 1,255 1,764

Master’s (medium) UNCP 0 0 228 683 911

Master’s (smaller)FSU 0 2 162 685 849

WSSU 0 0 77 747 824

Baccalaureate (diverse) ECSU 0 0 18 350 368

Baccalaureate (arts & sciences) UNCA 0 0 4 578 582

Special Focus NCSA 0 0 40 131 171

TOTAL 859 1,129 9,280 28,324 39,592



Number of Doctoral and First-Professional Degree Programs, by Campus

Number of Doctoral and First-Professional Degree Programs, by Campus

Campus Doctoral 1st-Professional

ASU 1

ECU 17 2

FSU 1

NCA&T 5

NCCU 2

NCSU 61 1

UNC-CH 75 4

UNCC 18

UNCG 26

UNCW 2

WCU 1

TOTAL 207 9



Impact on Development of Doctoral ProgramsImpact on Development of Doctoral Programs

General priorities for all programs hold for doctoral programs:

Identifying high-need degree programs

Expanding a degree program

Establishing a joint degree program

Collaborating in the offering of a degree program

Availability of an online degree program (limited)

Development of an online degree program (limited)



Differentiation among DoctoratesDifferentiation among Doctorates

Distinguish among types:

Research

First-professional

Applied

Clinical



Long-Range Planningfor Doctoral ProgramsLong-Range Planningfor Doctoral Programs

Establish rolling five-year period for campus development at the

doctoral level.

Do system review by discipline to establish state-wide and regional

needs.

Reflect expansion, collaboration, and online in meeting identified

needs.

Integrate analysis of types of public institutions needed in North

Carolina.



Establish Conditions for Institutional Readiness for Doctoral-level Work

Establish Conditions for Institutional Readiness for Doctoral-level Work

Identify readiness for different levels of degree

activity.

•Collaborate with another campus.

•Do a joint degree with another campus.

•Applied degree: 1-3; more than three

•Research degree: 1-3; more than three



Second Draft of Proposed BOG Policy Statement (slide 1 of 3)


UNC General Administration and the constituent universities are to be guided in their academic

degree program development and discontinuation activities by the needs of the people of North

Carolina. Processes and procedures are to be organized to be nimble, efficient, and responsive

to those needs at all levels.

UNC General Administration will assume a lead role in determining state needs that require an

academic program response and formulating the best ways to meet these needs. In this role,

General Administration will develop procedures to regularly review workforce needs and, on an

annual basis, determine the high-need areas in the State and coordinate a response to those

identified needs in collaboration with the campuses. Constituent institutions should review

regional as well a state-wide needs and plan a response for meeting those needs in collaboration

with General Administration. In General Administration’s role of reviewing for unmet state

needs, it is to pay special attention to assessing whether all regions of the state are adequately

served by the University.





General Administration should take the lead, in collaboration with the campuses, in expanding

the availability of online degree and other programs that can open access to higher education to

more people from high school and college students to life-long learners of any age. As the

availability of online offerings matures, General Administration should incorporate online

offerings into the assessments regarding program duplication and develop new methodologies

for dealing with program duplication.

In program development and discontinuation activities at all levels, expansion of existing

programs and collaboration among institutions should be carefully integrated into the

assessment of the best option to pursue and will normally have priority. General Administration

will share all proposals for program establishment or discontinuation with the campuses for

comment and recommendations for expansion or collaboration. Campuses should regularly

review the priority of their offerings and be prepared to discontinue programs that no longer

meet any significant need. Consideration of whether there are degree programs that could be

discontinued and resources reallocated will be part of the justification for a proposal to establish

a new degree program.





General Administration will be responsible for ongoing reviews of quality and productivity of

programs, though the ultimate responsibility for quality, efficiency, and productivity rests at the

campus level. In this regard, General Administration will be responsible for periodic reviews to

determine whether productivity and quality review processes are effectively being followed on

the campuses. General Administration should also review and revise standards for offering

degree program at various levels and by various methodologies.

The University must balance nimbleness and responsiveness with due diligence and a state-wide

perspective.

It is understood that in serving the needs of the people of North Carolina the University will be

serving the nation since the goal of UNC Tomorrow is to make the State globally competitive in

multiple arenas, thereby contributing to the strength of national competitiveness.

The President is authorized to provide regulations to implement the Board’s policy, and General

Administration, subject to the President’s approval, is authorized to revise and provide

documents and Web sites to guide campuses in their academic program development and

discontinuation activities.



Three Vehicles of RevisionThree Vehicles of Revision

New Board policy on the academic program planning process

President’s regulations for the academic program planning process

Revised documents/web sites to guide campus program change requests



Tentative TimelineTentative Timeline

Policy discussion with BOG Mar. 2008 Board meeting

Discussion and review of draft policy by Educational Planning Committee

Mar. 2008 meeting ofEducat. Planning Comm.

Review/discussion of policy changes Mar., Apr. 2008

Approval of new policy by Educ. Planning Committee By Apr. 8, 2008

Notice to BOG of recommendation regarding new academic program planning policy

By Apr. 8, 2008

BOG acts on new academic program planning policy May 2008 Board meeting

President’s regulations drafted and circulated for comment between March and May Board meetings

Mar.-May 2008

Revised documents/web sites Jun. 1, 2008

review and revision of academic program planning

Documents