WelcomeWelcomeStrategic Planning Strategic Planning Team!Team!

North Orange County North Orange County

Community College Community College DistrictDistrict

Spring 2006Spring 2006

Why Strategic Why Strategic Planning?Planning? ““If you don’t know where you are If you don’t know where you are

going…you probably won’t get going…you probably won’t get there.”there.”

--Unknown--Unknown

Why vision, mission, and goals?Why vision, mission, and goals?– To avoid confusing motion for To avoid confusing motion for

progressprogress– To insure that the ladder is against To insure that the ladder is against

the correct wallthe correct wall

Accreditation Team Accreditation Team RecommendationsRecommendations The team recommends that the Board of Trustees and The team recommends that the Board of Trustees and

Chancellor implement a process to systematically Chancellor implement a process to systematically develop and document strategic institutional goals for develop and document strategic institutional goals for the District. The goals should:the District. The goals should:– Provide a framework for the colleges’ planning Provide a framework for the colleges’ planning

processes. (Standard IB.4)processes. (Standard IB.4)– Include a review of the District mission statement to Include a review of the District mission statement to

ensure that the institutional goals align with the mission. ensure that the institutional goals align with the mission. (Standard IA.1)(Standard IA.1)

– Be reflected in the allocation of District resources. Be reflected in the allocation of District resources. (Standard IIID.1)(Standard IIID.1)

The team recommends that the District Chancellor The team recommends that the District Chancellor develop and implement an evaluation of the existing develop and implement an evaluation of the existing budget allocation model and make adjustments if budget allocation model and make adjustments if appropriate to meet the needs of the entire District. appropriate to meet the needs of the entire District. (Standards IIID, IVB.3.c)(Standards IIID, IVB.3.c)

Strategic Planning vs. Strategic Planning vs. “Traditional” Master “Traditional” Master PlanningPlanning

Strategic PlanningStrategic Planning Traditional Master Traditional Master PlanningPlanning

Assessment of external Assessment of external trends and developing trends and developing strategy to respond to strategy to respond to themthem

Introspective “Dream Introspective “Dream Sheet”Sheet”

Trends in Higher Trends in Higher EducationEducation I. Escalating Demand in I. Escalating Demand in

Postsecondary Postsecondary EducationEducation– The growth of the economy will require a The growth of the economy will require a

better-educated workforce.better-educated workforce.– Population demographics are changing to Population demographics are changing to

include more diversity and older adults.include more diversity and older adults. The largest growing part of the population is The largest growing part of the population is

Latino, which typically has a lower college-going Latino, which typically has a lower college-going rate.rate.

Many adults who would not otherwise do so, will Many adults who would not otherwise do so, will be returning to school without basic skills.be returning to school without basic skills.

Many other adults will become underemployed Many other adults will become underemployed because of skill-set changes in the workforce or because of skill-set changes in the workforce or need to return to the workforce to supplement need to return to the workforce to supplement income.income.

Trends in Higher Trends in Higher EducationEducation For our District, this could mean:For our District, this could mean:

– Increased emphasis on basic skills, Increased emphasis on basic skills, including English As a Second Language.including English As a Second Language.

– Increased emphasis on student support Increased emphasis on student support services for prospective (high school) and services for prospective (high school) and current students.current students.

– Curriculum changes to reflect evolving Curriculum changes to reflect evolving workforce skills.workforce skills.

– Faculty staff development to work with Faculty staff development to work with diverse population and returning adult diverse population and returning adult populations.populations.

– Partnerships with K-12, businesses, and Partnerships with K-12, businesses, and other community organizations.other community organizations.

Trends in Higher Trends in Higher EducationEducation II. Continuously Changing Student “Mix”II. Continuously Changing Student “Mix”

– The student population will change to include The student population will change to include more:more:

Diversity – students of color, English-language Diversity – students of color, English-language learners, first-generation college students, adult learners, first-generation college students, adult students, and economically disadvantaged students.students, and economically disadvantaged students.

Non-traditional students – financially independent, Non-traditional students – financially independent, enrolled part-time, working full-time, enrolled after a enrolled part-time, working full-time, enrolled after a delay following high school, with dependents, as delay following high school, with dependents, as single parents, and/or without a high school single parents, and/or without a high school diploma.diploma.

Trends in Higher Trends in Higher EducationEducation For our District, this could mean:For our District, this could mean:

– Greater emphasis on providing learning Greater emphasis on providing learning opportunities appropriate for returning adults opportunities appropriate for returning adults and non-traditional students (such as and non-traditional students (such as distance programming or shorter terms).distance programming or shorter terms).

– Operational changes to accommodate a Operational changes to accommodate a larger number of students overall, including larger number of students overall, including projected increase in the number of projected increase in the number of traditional students.traditional students.

– More financial aid or scholarship More financial aid or scholarship opportunities for part-time students.opportunities for part-time students.

– More emphasis on support services for non-More emphasis on support services for non-traditional students and partnerships with traditional students and partnerships with community organizations.community organizations.

Trends in Higher Trends in Higher EducationEducation III. Funding SqueezeIII. Funding Squeeze

– Funding does not mirror enrollment Funding does not mirror enrollment changes and does not reflect the higher-changes and does not reflect the higher-costs to serve diverse student groups.costs to serve diverse student groups.

For our District, this could mean:For our District, this could mean:– Greater emphasis on successful high-Greater emphasis on successful high-

school to college transitions.school to college transitions.– Broader and more diverse student Broader and more diverse student

recruiting efforts.recruiting efforts.– Greater emphasis on college completion Greater emphasis on college completion

for those starting a program.for those starting a program.– Advocacy for more equitable funding Advocacy for more equitable funding

mechanisms.mechanisms.

Information Sources:Information Sources:– ““California Community Colleges System Strategic California Community Colleges System Strategic

Plan”, January 2006.Plan”, January 2006.– ““The Economic Contributions of the Orange County The Economic Contributions of the Orange County

Community College Districts”, December 2005, Community College Districts”, December 2005, CCbenefits, Inc., Co-sponsored by Orange County CCbenefits, Inc., Co-sponsored by Orange County Community College Districts.Community College Districts.

– ““Keeping America’s Promise: A Report on the Future of Keeping America’s Promise: A Report on the Future of the Community College”, 2004, Education the Community College”, 2004, Education Commission of the States and the League for Commission of the States and the League for Innovation in the Community College.Innovation in the Community College.

– ““North Orange County Community College District North Orange County Community College District School of Continuing Education Community Scan”, School of Continuing Education Community Scan”, 2005.2005.

– ““Orange County Workforce 2005: Can OC’s Prosperity Orange County Workforce 2005: Can OC’s Prosperity Survive?,” March 2005, Co-sponsored by the Orange Survive?,” March 2005, Co-sponsored by the Orange County Business Council.County Business Council.

– ““2005 Orange County Community Indicators”, March 2005 Orange County Community Indicators”, March 2005, Co-sponsored by the Orange County Business 2005, Co-sponsored by the Orange County Business Council.Council.

– ““Return on Investment: Educational Choices and Return on Investment: Educational Choices and Demographic Change in California’s Future,” Demographic Change in California’s Future,” December 2005, University of California, Berkeley, Co-December 2005, University of California, Berkeley, Co-sponsored by Campaign for College Opportunity.sponsored by Campaign for College Opportunity.

There are three categories of There are three categories of people:people:– Those who make things happenThose who make things happen– Those who watch things happenThose who watch things happen– Those who wonder…what happened?Those who wonder…what happened?

A DISTRICT STRATEGIC

DISTRICT STRATEGIC PLAN NORTH ORANGE COUNTY

COMMUNITY COLLEGE

JANUARY 2006Work Session #1

BOARD OF TRUSTEES AGENDA

PURPOSE: CREATING THE DISTRICT STRATEGIC PLAN

DESIRED OUTCOMES

Mission, Vision , and Values DraftedNext Steps Identified

Review of the Process, Roles and Responsibilities, and Timeline

What is the planning process?

Our mission

Mis

sion

Our vision

Our current situation

Need to understand the gap between them

Goals, strategies and actions

Strategic targets

KPIs

Planning Process

Charting the Course – J anuary 30, 2006

NOCCCD District Strategic Planning Process

Board Committee and Chancellor Steering Committee January 23, 2006

Review planning process to draft the Vision, Mission, and Values, and to collect data

District Planning Committee March 15, 2006

Review Mission, Vision, and Values Synthesize data into focus areas Identify barriers Draft goals and strategies

Steering Committee February 14, 2006

Review Vision, Mission, and Values Discuss quantitative and qualitative data

collection Discuss Focus Areas and prepare for the

March meetings

Data Collection February and March

District Planning Committee January 23,2006

Review planning process, roles and responsibilities Determine data gathering process

District Planning Committee February 13, 2006

Review Board’s Vision, Mission and Values Review and analyze quantitative data Draft Focus Areas

BOARD AND PLANNING TEAM MOVES FORWARD ON IMPLEMENTATIONMAY AND JUNE

MAPPING OF GOALS AND DEVELOPMENT OF STRATEGY MATRIXBY

BOARD AND PLANNING TEAMAPRIL

DISTRICT INPUTMARCH AND APRIL

Review of Vision, Mission, and ValuesReview of Quantitative and Qualitative Data

Draft GoalsFebruary and March

Initial Vision, Mission, and ValuesBY

Board of TrusteesJanuary and February

Work to be Accomplished

VISION, MISSION, VALUES PRE-WORK

Handout on the pre-work Draft of Vision, Mission, and Values Homework assignment

WHAT DOES OUR “END IN MIND” LOOK LIKE?

Public Document of District Vision, Mission, Values

Internal Document of District Goals and Strategies

Strategy Map Aligning the Colleges and SCE with the District’s Goals and Strategies

Measures and Indicators of our success

STRATEGY MATRIXVision

METROPOLITAN RESEARCH UNIVERSITY OF DISTINCTION Public Engagement Academic Excellence Vibrant Culture Exceptional Scholarship

(a)

Public

ize

studen

t an

d

facu

lty

succ

esse

s in

the

inte

gra

tion o

f sc

hola

rship

with

teac

hin

g

(b)

Red

esig

n a

nnual

eva

luat

ion

and p

rom

otion a

nd t

enure

cr

iter

ia t

o incl

ude

inte

gra

tion o

f sc

hola

rship

and t

each

ing

(c

) D

evel

op fl

exib

le w

ork

load

polic

ies

for

facu

lty

(d)

Pro

mote

a loca

l, nat

ional

, an

d inte

rnat

ional

pre

sence

for

facu

lty

and s

tuden

ts w

ho e

xcel

in

sch

ola

rship

(e)

Pro

mote

and r

ewar

d

schola

rship

in a

nd

with t

he

com

munity

(f)

Exp

and s

tuden

t re

cruitm

ent

effort

s (g

) Cre

ate

additio

nal

opport

unitie

s fo

r st

uden

t finan

cial

ass

ista

nce

(h)

Imple

men

t Fr

eshm

an

Succ

ess

Tas

k Fo

rce

Act

ion P

lan

(i)

Incr

ease

stu

den

t in

volv

ement in

cu

rric

ula

r an

d c

o-curr

icula

r ac

tive

lea

rnin

g o

pport

unitie

s

(j)

Creat

e a

com

munity

colle

ge

(k)

Alig

n e

duca

tional

offer

ings

with e

conom

ic d

evel

opm

ent

nee

ds

(l)

Inco

rpora

te e

mplo

yers

’ in

put

into

curr

iculu

m d

esig

n

(m)

Offer

flex

ible

cours

e del

iver

y options

(n)

Build

res

iden

tial

co

mm

unitie

s fo

r st

uden

ts,

facu

lty,

and s

taff

(o)

Faci

litat

e fa

culty

colla

bora

tions

acro

ss

dep

artm

ents

and c

olle

ges

(p)

Cre

ate

a st

affing p

lan t

hat

su

pport

s our

visi

on

(q)

Dev

elop c

om

pen

sation

pac

kages

and s

truct

ure

s co

mm

ensu

rate

with o

ther

m

etro

polit

an u

niv

ersi

ties

(r)

Sch

edule

, pro

mote

, an

d

faci

litat

e invo

lvem

ent

in

cultura

l an

d inte

llect

ual

eve

nts

(s

) Pro

mote

colla

bora

tion a

nd

shar

ing o

f in

form

atio

n b

etw

een

cam

pus

and c

om

munity

(t

) D

evel

op a

nd p

rom

ote

pro

gra

ms

to inte

rnat

ional

ize

the

cam

pus

(u)

Pro

mote

to t

he

Sta

te t

he

valu

e of in

vest

ing in h

igher

ed

ucat

ion

(v)

Sec

ure

funds

from

sp

onso

red s

chola

rly

activi

ty (w

) In

itia

te a

com

pre

hen

sive

fu

ndra

isin

g c

ampai

gn

(x)

Imple

men

t th

e ca

mpus

mas

ter

pla

n (y

) O

ptim

ize

exis

ting s

pac

e

(z)

Utiliz

e non-u

niv

ersi

ty

faci

litie

s

1 Recognized for partnerships that contribute to regional growth and development

x x x x x

2 Recognized for integrating scholarship with teaching and learning in high quality programs x x x x

3 Recognized for faculty and students who excel in scholarship

x

x

4 Recognized as a center for cultural and intellectual exchange that enriches the community

x x x

5 Develop network and outreach opportunities with the community x x x x x x

x

6 Respond to the educational needs of the region

x x x x

x

7 Provide development opportunities for faculty to integrate scholarship into teaching x x x x x x x x x

8 Build and maintain facilities to support programs and to create an attractive, accessible environment x x x x x

9 Promote diverse communities that foster faculty, staff, and student interaction

x x

x x

x

x

x

10

Recruit and retain an academically-prepared and diverse student body x x x x x x x x x x x x x

11

Recruit and retain faculty and staff to support a Metropolitan Research University of Distinction

x x x x x x x x x x x x x x 12

Provide student-centered services x x x x x

13

Create an organization that is responsive to change x x x

14

Obtain and allocate fiscal resources to support a Metropolitan Research University of Distinction x x x x x x x x x

What

We A

re K

now

n

For

Str

ate

gie

s

Goals

What

We D

o W

hat

We D

o

Strategy Matrix

Strategic Planning MapStrategic Planning Map

Internal Processes Influence community, connection, engagement Integrate Teaching and Scholarship Improve Infrastructure

& Facilities Learning & Growth

Financial Resources

Charting the Course, January 30, 2006

Academic Excellence in

student-focused programs integrates theory and

practice, engages students in community-based experiential learning, denotes high quality,

and remains informed by meaningful assessment

Our

Dest

inati

on Public Engagement links the

University’s academic mission with its external communities as

partners to address issues of mutual benefit

A Vibrant Culture embraces

and fosters innovation, responsiveness, inclusiveness,

accessibility, diversity, and effective stewardship

Exceptional Scholarship is

defined by progressive research and creative activity, and doctoral

programs that have groundbreaking applications locally, regionally, and

globally

What

We

Are

Know

n

For

Recognized for partnerships that contribute to regional growth and development

(1)

Recognized for integrating scholarship with teaching and

learning in high quality programs (2)

Recognized as a center for cultural and intellectual

exchange that enriches the community

(4)

Recognized for faculty and students who excel in

scholarship (3)

What

We D

o

Develop network and outreach opportunities with the community

(5) Promote diverse

communities that foster faculty, staff, and student

interaction (9)

Respond to the educational needs of the

region (6)

Provide development opportunities for faculty to integrate scholarship

into teaching (7)

Build and maintain facilities to support programs to create an attractive and accessible

environment (8)

Recruit and retain an academically-prepared

and diverse student body (10)

Create an organization that is responsive to change

(13)

Provide student-centered services

(12)

Recruit and retain faculty and staff to support a Metropolitan

Research University of Distinction (11)

Obtain and allocate fiscal resources necessary to support Metropolitan Research University of Distinction

(14)

MEASURES MATRIXn

# Goals # Measure (L = Leading)

Our

Dest

inati

on Vision

Metropolitan Research University of Distinction Public Engagement Academic Excellence Vibrant Culture Exceptional Scholarship

1 2 3 4

Increased Funding from Stakeholders US News and World Report Ranking Increased Funding from Stakeholders Carnegie Ranking

What W

e A

re

Know

n F

or

Customer Perception/ Expectation

1 2 3 4

Recognized for partnerships that contribute to regional growth and development Recognized for integrating scholarship with teaching and learning in high quality programs Recognized for faculty and students who excel in scholarship Recognized as a center for cultural and intellectual exchange that enriches the community

5 6 7 8 9

Customer satisfaction surveys for each element Economic impact of BSU to the region Increase of % of students involved in scholarship # of times quoted in publications % of high school seniors in Idaho choosing BSU

Internal Processes

5 6 7 8 9

Develop network and outreach opportunities with the community Respond to the educational needs of the region Provide development opportunities for faculty to integrate scholarship into teaching Build and maintain facilities to support programs and to create an attractive, accessible environment Promote diverse communities that foster faculty, staff, and student interaction

10 11 12 13 14 15 16 17

Diversity of faculty/staff % of FTE in each group that participates in cross-department campus events or initiatives # of external partnerships and collaborations with government, education, business, industry, and community groups # of fellowships and scholarships per FTE Increase in # of students involved in scholarship % of students hired by regional employers Square footage by FTE per category (research, auxiliary, administrative, academic, green space) Utilization rate

Learning & Growth

10

11

12 13

Recruit and retain an academically-prepared and diverse student body Recruit and retain faculty and staff to support a Metropolitan Research University of Distinction Provide student-centered services Create an organization that is responsive to change

18 12 19 20 21 22 23 24 25 26 27 28 29

Visitors to campus (#) # of external partnerships and collaborations with government, education, business, industry, and community groups Scholarship and cultural event attendance Retention # o f complaints as % of FTE Student Satisfaction % Tenured Track Faculty/FTE Ratio Retention Rate % of successful searches (l) Faculty Awards and Prizes Incoming freshman and transfer test scores (SAT/ACT/GMAT) (L) Retention Rate Diversity Index

What W

e D

o

Financial 14 Obtain and allocate fiscal resources to support a Metropolitan Research University of Distinction

30 31 32 33 34 35

$ raised in Comprehensive Campaign ($) Increase in sponsored funding (%) Facility fee ($) (L) State Funding per FTE ($) Reserve Balance as % of Budget (%) $ available for scholarship

Charting the Course – January 30, 2006

Planning&

Budgeting

Strategic Alignment ProcessVISION

NORTH ORANGE COUNTY COMMUNITY

COLLEGE

A DISTRICT STRATEGIC PLAN

THE STRATEGIC DIRECTION FOR

NOCCCD

Division, College, and Department Plans

Aligned with the District Strategies

Annual Budget Planning Process

NEXT STEPS IN PROCESS

Review Composite Pre-Work Draft Vision, Mission, and Values Next meeting

Review SWOT Data Identify Focus Areas