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CCCCIO Conference Student Success Through Quality Educational Practices San Diego, California October 28, 2010 Presentation by: David Longanecker President, Western Interstate Commission for Higher Education (WICHE). Institutionalizing Continuous Quality Improvements (CQI). - PowerPoint PPT Presentation
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Institutionalizing Continuous Quality Improvements (CQI)
Institutionalizing Continuous Quality Improvements (CQI)
CCCCIO ConferenceStudent Success Through Quality Educational Practices
San Diego, California
October 28, 2010
Presentation by:David LonganeckerPresident, Western Interstate Commission for Higher Education (WICHE)
CCCCIO ConferenceStudent Success Through Quality Educational Practices
San Diego, California
October 28, 2010
Presentation by:David LonganeckerPresident, Western Interstate Commission for Higher Education (WICHE)
Institutionalizing Whopping Big Quality Improvements (WBQI)& The CIO’s Role
Why The Title ChangeWhy The Title Change
Total Quality Management – Continuous Improvement
Booz-Allen: Stable State Management SystemNot a crisis management strategy
Your challenge50 percent productivity gain almost immediatelyProductivity gain = Quality improvement
Moving To A New Business ModelMoving To A New Business Model
50% Doesn’t Happen With Incremental Change.
Einstein’s definition of insanity: “Doing the same thing over and over again and expecting different results.”
Not throwing all out, and starting anew,But almost!Your term – “substantive change”
The Case for Whopping Big Change
The Case for ChangeThe Case for Change
AASCU’s TOP TEN ISSUES1. State’s Fiscal Crises2. President Obama’s American Graduation Initiative3. Tuition Policy and Prices4. Enrollment Capacity5. State Student Aid Programs6. Federal Focus on Community Colleges7. Expansion of Statewide Data Systems & New Reporting
Metrics8. Veterans Education 9. College Readiness10. Teacher Effectiveness
The Case for ChangeThe Case for Change
AASCU’s TOP ISSUES RevisedThe Fiscal Crisis: State Support, Tuition Policy & Prices, Student AidStudent Access & Success: Enrollment Capacity, Veterans Education, the Graduation InitiativeEducational Improvement: College Readiness, Focus on Community Colleges, & Teacher EffectivenessAccountability: Data Systems and Reporting Metrics.
The Case for ChangeThe Case for Change
AASCU’s TOP ISSUES RevisedThe Fiscal Crisis: State Support, Tuition Policy & Prices, Student AidStudent Access & Success: Enrollment Capacity, Veterans Education, the Graduation InitiativeEducational Improvement: College Readiness, Focus on Community Colleges, & Teacher EffectivenessAccountability: Data Systems and Reporting Metrics.
The Case for ChangeThe Case for Change
AASCU’s TOP ISSUES RevisedThe Fiscal Crisis: State Support, Tuition Policy & Prices, Student AidStudent Access & Success: Enrollment Capacity, Veterans Education, the Graduation InitiativeEducational Improvement: College Readiness, Focus on Community Colleges, & Teacher EffectivenessAccountability: Data Systems and Reporting Metrics.
The Case for ChangeThe Case for Change
AASCU’s TOP ISSUES RevisedThe Fiscal Crisis: State Support, Tuition Policy & Prices, Student AidStudent Access & Success: Enrollment Capacity, Veterans Education, the Graduation InitiativeEducational Improvement: College Readiness, Focus on Community Colleges, & Teacher EffectivenessAccountability: Data Systems and Reporting Metrics.
The Case for ChangeThe Case for Change
AASCU’s TOP ISSUES RevisedThe Fiscal Crisis: State Support, Tuition Policy & Prices, Student AidStudent Access & Success: Enrollment Capacity, Veterans Education, the Graduation InitiativeEducational Improvement: College Readiness, Focus on Community Colleges, & Teacher EffectivenessAccountability: Data Systems and Reporting Metrics.
The Case for Incremental ChangeThe Case for Incremental Change
A World of ChangeFinancing the Enterprise
Europe and the US – HurtingThe Rest – No Problem
Student AccessAsia ExpandingEurope Filling Emptying Seats (AEBE)In the U.S.
Heavy policy thrust to “access to success”, But subtle erosion of access in some places (CA)
The Case for Incremental ChangeThe Case for Incremental Change
A World of ChangeEducational Improvement
The Bologna ProcessInternational Comparisons/ Building the BestIn U.S.
focus on completionemerging agenda on student learning outcomes
AccountabilityAround the World --OECD Comparisons, AHELOIn U.S.
focus on aligning with “educational improvement” effortsthrust toward performance funding
The Case for Whopping Big Change An Emerging Perfect Storm
The Case for Whopping Big Change An Emerging Perfect Storm
Wave One: Our Economic Competitiveness
Wave Two: Who We Are – Can We Be Competitive
Wave Three: What We Have in Resources
The Liberal BorrowingsThe Liberal Borrowings
Knocking on the College Door (WICHE)
Beyond Social Justice (WICHE)
National Center for Higher Education Management Systems (NCHEMS) : www.higheredinfo.org.
State Higher Education Executive Officers (SHEEO), SHEF Report, February 2010.
The Converging WavesThe Converging Waves
Wave One: Our Economic Competitiveness
Wave Two: Who We Are – Can We Be Competitive
Wave Three: What We Have in Resources
Relationship Between Educational Attainment, Personal Income, and Economic Strength
Relationship Between Educational Attainment, Personal Income, and Economic Strength
Source: NCHEMS
AL
AZ
AR
CA
CO
CT
DE IL
IN
IA
KY
LA
MDMA
MS
NJ
NY
NDOK
OR
SC
SD
UT
VA
WAMN
NH
TN TX
WV
WI
WY
$15,000
$20,000
$25,000
$30,000
15% 20% 25% 30% 35% 40%
Pers
onal In
com
e P
er
Capit
a,
20
00
Percent of Adults Age 25-64 with a Bachelor’s Degree or Higher
MT
HI
AK
GA
KS
ME NE
NV
NC
OH PAVT
ID
MI
MO
NM
RIFL US
Low Income, High Educational AttainmentLow Income, Low Educational Attainment
High Income, High Educational AttainmentHigh Income, Low Educational Attainment
State New Economy Index (2002)
Top Tier
Middle Tier
Low Tier
Percent of Population Ages 25-64 with a Bachelor’s Degree or HigherPercent of Population Ages 25-64 with a Bachelor’s Degree or Higher
Source: U.S. Census Bureau, 2007 American Community Survey. Via NCHEMS
Percent of Population Ages 25-64 with an Associate DegreePercent of Population Ages 25-64 with an Associate Degree
Source: U.S. Census Bureau, 2007 American Community Survey. Via NCHEMS
Differences in College Attainment (Associate and Higher) Between Younger and Older Adults - U.S. and OECD Countries, 2005
Differences in College Attainment (Associate and Higher) Between Younger and Older Adults - U.S. and OECD Countries, 2005
Source: Organisation for Economic Co-operation and Development (OECD), Education at a Glance 2007
Differences in College Attainment (Associate and Higher) Between Younger and Older Adults - U.S., 2005
Differences in College Attainment (Associate and Higher) Between Younger and Older Adults - U.S., 2005
Source: U.S. Census Bureau, 2005 ACS
The White Caps on the First WaveThe White Caps on the First Wave
We’ve Been A LeaderBut Slip-Sliding Away
Losing Ground:The West, and California in particular, are the U.S. ProblemFalling Internationally
The Converging WavesThe Converging Waves
Wave One: Our Economic Competitiveness
Wave Two: Who We Are – Can We Be Competitive
Wave Three: What We Have in Resources
WICHE Projections of High School GradsWICHE Projections of High School Grads
Source: WICHE, Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity 1992-2022. 2008.
WICHE Projections of High School GradsWICHE Projections of High School Grads
Source: WICHE, Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity 1992-2022. 2008.
High School Graduation Rates - Public High School Graduates as a Percent of 9th Graders Four Years Earlier, 2006
High School Graduation Rates - Public High School Graduates as a Percent of 9th Graders Four Years Earlier, 2006
0
20
40
60
80
100
Source: Tom Mortenson, Postsecondary Opportunity Via NCHEMS
College-Going Rates – First-Time Freshmen Directly Out of High School as a Percent of Recent High School Graduates, 2006
College-Going Rates – First-Time Freshmen Directly Out of High School as a Percent of Recent High School Graduates, 2006
0
25
50
75
Mississip
pi
New
Yo
rk
No
rth D
akota
So
uth D
akota
Massach
usetts
New
Mexico
Co
nn
ecticut
New
Jersey
Min
neso
ta
Geo
rgia
Virg
inia
Kan
sas
Marylan
d
No
rth C
arolina
Louisian
a
Mich
igan
New
Ham
psh
ire
Main
e
Nebraska
Delaw
are
So
uth C
arolin
a
Ten
nessee
Ind
iana
Co
lorado
Alabam
a
Pen
nsylvania
Natio
n
Ken
tucky
Wisco
nsin
Iow
a
Illino
is
Flo
rida
Oh
io
Haw
aii
Oklah
om
a
Mo
ntan
a
Wyo
min
g
West V
irgin
ia
Misso
uri
Arkan
sas
Califo
rnia
Texas
Verm
on
t
Rh
od
e Island
Nevad
a
Wash
ington
Oreg
on
Utah
Alaska
Idah
o
Arizo
na
Source: Tom Mortenson, Postsecondary Opportunity Via NCHEMS
Difference Between Whites and Next Largest Race/Ethnic Group in Percentage of Adults Age 25-34 with an Associate Degree or Higher, 2000
Difference Between Whites and Next Largest Race/Ethnic Group in Percentage of Adults Age 25-34 with an Associate Degree or Higher, 2000
0
10
20
30
40
Source: U.S. Census Bureau, PUMS (based on 2000 Census), Via NCHEMS
Not Much Happens After the Age of 24
Patterns of U.S. High School and College Participation and Completion by Age (Average Annual from 2005 to 2007)Patterns of U.S. High School and College Participation and Completion by Age (Average Annual from 2005 to 2007)
Source: U.S. Census Bureau, 2005-07 American Community Survey (Public Use Microdata Sample)
High School Participation
Undergraduate College Participation – Peaks at Age 19, Levels off at Age 30
Earn High School Diploma or Equivalent – Levels off at Age 21
Complete Undergraduate College Degree – Peaks and Levels off at Age 31
0%
20%
40%
60%
80%
100%
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40AGE
We are left with 13 percent of adults with no high school diploma, and 60
percent with no college degree.
Note: Includes associate and bachelor’s degrees, but not certificates.
The White Caps on the Second WaveThe White Caps on the Second Wave
Those with whom we have succeeded are decliningThose with whom we have not succeeded are increasing“Average” won’t sustain us, and may not even be achievable
The Converging WavesThe Converging Waves
Wave One: Our Economic Competitiveness
Wave Two: Who We Are – Can We Be Competitive
Wave Three: What We Have in Resources
Life could have been worseLife could have been worse
Public FTE Enrollment, Educational Appropriations and Total Educational Revenue per FTE, U.S., Fiscal 1983-2008
Source: SHEEO, SHEF 2008
Revenues Per Student from Net Tuition, State, & Local Appropriations Public Research
Revenues Per Student from Net Tuition, State, & Local Appropriations Public Research
$2
9,1
72
$2
4,1
84
$2
3,2
63
$2
2,0
95
$2
1,6
40
$2
1,3
84
$2
0,0
10
$1
9,8
65
$1
9,7
83
$1
9,7
21
$1
9,5
45
$1
9,2
27
$1
8,9
89
$1
8,8
43
$1
8,7
73
$1
8,6
57
$1
8,5
37
$1
7,6
10
$1
7,3
60
$1
7,2
67
$1
6,9
74
$1
6,7
74
$1
6,2
75
$1
6,1
95
$1
6,1
72
$1
6,1
55
$1
6,0
92
$1
6,0
59
$1
6,0
57
$1
5,8
37
$1
5,7
74
$1
5,7
14
$1
5,5
68
$1
5,5
41
$1
5,4
06
$1
5,1
80
$1
5,1
25
$1
5,0
93
$1
5,0
03
$1
4,8
65
$1
4,7
77
$1
4,0
18
$1
4,0
06
$1
3,6
75
$1
3,1
21
$1
2,6
66
$1
2,4
49
$1
2,3
24
$1
1,6
20
$1
1,2
43
$9
,682
$0
$5,000
$10,000
$15,000
$20,000
$25,000
$30,000
$35,000
Alaska
Min
ne
sota
Haw
aiiC
on
ne
cticu
tN
ew
York
Ve
rmo
nt
No
rth C
arolin
aM
assachu
sett
sK
en
tucky
Wyo
min
gM
aryland
Ne
braska
Alab
ama
Califo
rnia
Iow
aD
elaw
areN
ew
Jerse
yTe
nn
esse
eW
ashin
gton
Sou
th C
arolin
aM
aine
Pe
nn
sylvania
Ne
w M
exico
Nati
on
Idah
oIn
dian
aM
ichigan
Misso
uri
Rh
od
e Islan
dK
ansas
Virgin
iaG
eo
rgiaU
tahW
iscon
sinO
klaho
ma
Ne
vada
Oh
ioW
est V
irginia
Arizo
na
Arkan
sasIllin
ois
Florid
aN
orth
Dako
taN
ew
Ham
psh
ireTe
xasLo
uisian
aM
ississipp
iO
rego
nSo
uth
Dako
taM
on
tana
Co
lorad
o
Sources: NCES, IPEDS 2006-07 Finance Files; f0607_f1a and f0607_f2 Final Release Data Files. NCES, IPEDS 2007-08 Institutional Characteristics File; hd2007 Final Release Data File. NCES, IPEDS 2006-07 Enrollment Files; ef2006a, effy2007, and efia2007 Final Release Data Files. Via NCHEMS
Revenues Per Student from Net Tuition, State, & Local Appropriations Public Masters and Baccalaureate
Revenues Per Student from Net Tuition, State, & Local Appropriations Public Masters and Baccalaureate
$17,984 $16,148 $14,587$14,440$14,426
$13,683$12,929
$12,324$12,105$12,011$11,862
$11,443$11,443$11,389$11,284$11,266$11,249$11,063$10,836$10,788$10,778$10,721$10,464$10,405$10,370$10,343$10,312$10,275$10,251$10,179$10,162$10,039
$9,957$9,945$9,933$9,702$9,701$9,630$9,622$9,410$9,185$8,959$8,846$8,748
$8,414$8,400
$7,964$7,877
$7,209$6,311 $5,105
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
$16,000
$18,000
$20,000
De
laware
Haw
aiiC
on
ne
cticu
tN
orth
Caro
lina
Alaska
Ne
w Je
rsey
Ne
w M
exico
Iow
aM
aryland
Massach
use
tts
Main
eV
erm
on
tV
irginia
Rh
od
e Islan
dA
labam
aM
on
tana
Illino
isW
ashin
gton
Ne
w Yo
rkFlo
rida
Mich
iganSo
uth
Caro
lina
Ke
ntu
ckyO
hio
Mississip
pi
Nati
on
Id
aho
Misso
uri
DC
Kan
sasP
en
nsylvan
iaC
aliforn
iaN
ew
Ham
psh
ireM
inn
eso
taTe
xasIn
dian
aTe
nn
esse
eO
rego
nN
orth
Dako
taA
rkansas
Ne
braska
Wisco
nsin
Ne
vada
Oklah
om
aLo
uisian
aG
eo
rgiaW
est V
irginia
Sou
th D
akota
Arizo
na
Utah
Co
lorad
o
Sources: NCES, IPEDS 2006-07 Finance Files; f0607_f1a and f0607_f2 Final Release Data Files. NCES, IPEDS 2007-08 Institutional Characteristics File; hd2007 Final Release Data File. NCES, IPEDS 2006-07 Enrollment Files; ef2006a, effy2007, and efia2007 Final Release Data Files. Via NCHEMS
Revenues Per Student from Net Tuition, State, & Local Appropriations Public 2-Year
Revenues Per Student from Net Tuition, State, & Local Appropriations Public 2-Year
$14,793$11,197
$10,683$10,287
$9,964$9,953
$9,125$8,844$8,801$8,705$8,625$8,480$8,449$8,411$8,378$8,214$8,067$8,044
$7,772$7,633$7,566$7,509$7,507$7,448$7,432$7,416$7,403$7,329$7,239$7,222$7,117$7,018$6,918$6,895$6,844$6,823$6,714$6,676$6,630$6,510$6,465$6,353
$6,082$6,028$5,970$5,945$5,939$5,712$5,517$5,297
$3,369
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
$16,000
Wisco
nsin
Haw
aiiW
yom
ing
Marylan
dD
elaw
areC
on
ne
cticu
tV
erm
on
tK
ansas
Ore
gon
Ne
w Yo
rkN
ew
Ham
psh
ireId
aho
Massach
use
tts
Ne
w M
exico
Alaska
Mich
iganP
en
nsylvan
iaN
orth
Dako
taM
inn
eso
taA
rizon
aR
ho
de
Island
Oh
ioU
tahN
orth
Caro
lina
Texas
Nati
on
Mo
ntan
aC
aliforn
iaW
ashin
gton
Main
eN
evad
aA
labam
aIllin
ois
Ne
braska
Misso
uri
Lou
isiana
Ten
ne
ssee
Iow
aA
rkansas
Ne
w Je
rsey
Oklah
om
aSo
uth
Caro
lina
Florid
aG
eo
rgiaM
ississipp
iV
irginia
Sou
th D
akota
Co
lorad
oIn
dian
aK
en
tucky
We
st Virgin
ia
Sources: NCES, IPEDS 2006-07 Finance Files; f0607_f1a and f0607_f2 Final Release Data Files. NCES, IPEDS 2007-08 Institutional Characteristics File; hd2007 Final Release Data File. NCES, IPEDS 2006-07 Enrollment Files; ef2006a, effy2007, and efia2007 Final Release Data Files. Via NCHEMS
Projected State and Local Budget Surplus (Gap) as a Percent of Revenues, 2016
Projected State and Local Budget Surplus (Gap) as a Percent of Revenues, 2016
Source: NCHEMS; Don Boyd (Rockefeller Institute of Government), 2009 Via NCHEMS
-2.1
-2.2
-2.3
-2.3
-2.4
-2.6
-2.7
-2.9 -3
-3.3
-3.5
-3.5
-3.8
-4.1
-4.6
-4.7
-4.8
-4.9 -5
-5.1
-5.2
-5.4
-5.7
-5.7
-5.8
-5.8
-6-6
.2-6
.3-6
.3-6
.7-6
.7-6
.8-7
.2-7
.4-7
.8-8
-8.1
-8.1
-8.5
-8.5
-8.5
-8.7
-8.9
-9.1
-9.4
-9.5
-9.7
-10
.6-1
0.8
-10
.9
-12
-10
-8
-6
-4
-2
0
Mar
ylan
dM
ain
eV
erm
on
tN
ew
Je
rse
yC
on
ne
cticu
tN
ew
Ham
psh
ire
Rh
od
e Is
lan
dN
ort
h D
ako
taW
isco
nsi
nM
assa
chu
sett
sM
ich
igan
Wyo
min
gC
alif
orn
iaO
hio
De
law
are
Kan
sas
Ore
gon
Vir
gin
iaN
ew
Yo
rkM
inn
eso
taW
est
Vir
gin
iaP
en
nsy
lvan
iaIll
ino
isA
lask
aN
eb
rask
aM
on
tan
aU
nit
ed
Sta
tes
Lou
isia
na
Ind
ian
aH
awai
iO
klah
om
aN
ew
Me
xico
Mis
sou
riK
en
tuck
yIo
wa
Sou
th D
ako
taW
ash
ingt
on
Flo
rid
aSo
uth
Car
olin
aA
rkan
sas
Ge
org
iaC
olo
rad
oTe
nn
ess
ee
No
rth
Car
olin
aId
aho
Uta
hA
rizo
na
Ne
vad
aA
lab
ama
Texa
sM
issi
ssip
pi
State Tax Capacity & EffortIndexed to U.S. AverageState Tax Capacity & EffortIndexed to U.S. Average
Source: State Higher Education Executive Officers (SHEEO)
AL
AK
AZ
AR
CACO
CT
DE
GA HI
IL
IN IAKS
KYLA
ME
MD
MA
MS
MT
NE
NV
NJ
NY
NC
ND
OH
OK
PA
RI
SC
SD
UT
VT
VA
WA
FL
ID
MI
MN
MO
NH
NM
TNTX
WV
WI
WY
0.6
0.7
0.8
0.9
1.0
1.1
1.2
1.3
1.4
1.5
1.6
1.7
0.6 0.8 1.0 1.2 1.4
Sta
te T
ax C
apacity
(Tota
l Taxable
Reso
urce
s Per C
apita
)
State Tax Effort (Effective Tax Rate)
US
OR
Productivity: Total Funding per Degree/Certificate (Weighted*, 2006-2007)
Productivity: Total Funding per Degree/Certificate (Weighted*, 2006-2007)
29,0
75
30,6
19
33,2
73
33,7
56
34,3
30
34,5
94
36,4
98
37,8
23
38,3
64
38,3
65
39,5
16
39,5
16
39,9
18
42,1
77
42,1
98
42,4
08
42,6
93
42,8
47
42,8
73
42,9
48
43,8
20
44,2
72
44,3
71
45,8
33
45,9
04
46,5
22
46,8
80
47,4
53
47,6
72
47,7
49
48,6
11
49,8
94
52,4
91
52,5
72
52,8
88
53,5
35
54,5
53
56,0
90
56,2
80
56,8
88
56,9
60
59,4
20
59,4
65
63,8
22
64,9
34
65,9
75
66,6
23
72,8
46
75,7
44
79,7
94
86,0
09
-
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
100,000
FloridaC
oloradoW
ashingtonU
tahN
orth Dakota
Oklahom
aW
est Virginia
Montana
South Dakota
KansasG
eorgiaLouisianaW
isconsinIdahoN
ew H
ampshire
IllinoisM
ississippiA
rizonaA
rkansasM
innesotaO
regonKentuckyIow
aV
irginiaM
issouriN
ation
Ohio
IndianaN
ebraskaTexasSouth C
arolinaN
orth Carolina
Michigan
TennesseeN
ew M
exicoC
aliforniaM
ainePennsylvaniaA
labama
New
YorkN
evadaM
arylandVerm
ontN
ew Jersey
Massachusett
sH
awaii
Connecti
cutR
hode IslandD
elaware
Wyom
ingA
laska
Tuition and FeesState and Local
Sources: SHEEO State Higher Education Finance Survey 2008; NCES, IPEDS Completions Survey; U.S. Census Bureau, American Community Survey (Public Use MicrodataSamples)
*Adjusted for value of degrees in the state employment market (median earnings by degree type and level)
Sources: SHEEO State Higher Education Finance Survey 2008; NCES, IPEDS Completions Survey; U.S. Census Bureau, American Community Survey (Public Use Microdata Samples)
The White Caps on the Third WaveThe White Caps on the Third Wave
Prospects look bleak for much more in the short termNew Normal suggests a very different future than past.Triage often sacrifices the most vulnerable
The California story – Three Huge Converging Waves -- The Makings of A Perfect Storm
The California story – Three Huge Converging Waves -- The Makings of A Perfect Storm
Demographics present a challenge, all else being equal
The finances are perilous
We have been educationally competitive, which has made us economically competitive and comparative just, but:
Were slipping And the good life has not been equitably distributePublic Policy inconsistent with the times or their needs
Creating a New Business Model – What I Hear & SeeCreating a New Business Model – What I Hear & See
Who Will Lead – Academic Leaders or Other Leaders?
From the Community College “Community”ACCT: Governance Institute fro Student Success. “Focus on training for trustees & presidents” Ed week.Foundations: Achieving the Dream & the like – mostly top down through data driven reform
Creating a New Business Model – What I Hear & SeeCreating a New Business Model – What I Hear & See
Who Will Lead – Academic Leaders or Other Leaders?
From Community College AcademicsDenial -- “They’re counting wrong”Dismay – “We’re going down”Boutique un-scalable “success initiatives”
But, on the bright sideEquity Scorecard work From USC (mostly California)NCAT work on remedial mathematics (no California)Hewlett projects (albeit boutique)New Gates grant – potentially including California
Creating a New Business Model – What I Hear & SeeCreating a New Business Model – What I Hear & See
Other creative ideas on the tableLess is moreCharging Tuition, for God’s sake
Generates revenuePuts some stake in the game for studentsDoesn’t cost the most needy any more
Pricing by priorityCurrently in place for resident/non-residentWhy not for core versus luxuryWhy not for high-value/high-return programs
Dropping programs with little or no value addedWhere success is too low to justifyWhere ROI is too low to justify
Creating a New Business Model – What I Hear & SeeCreating a New Business Model – What I Hear & See
TRIAGE happens, whether intentional or not.Lack of course availabilityLow success rates
In remedial/developmentalIn college level coursework
Particularly in STEM fieldAnd indefensibly biased by race/ethnicity
Justifiable within current business modelCan’t afford more coursesCan’t support resources necessary for course success
But unjustifiable in support of Community College MissionSo must create a new business model
Creating a New Business Model – Dave’s Nine Tenets of A New Way
Creating a New Business Model – Dave’s Nine Tenets of A New Way
Evidence based – data drivenImprovement imperative – Whopping big in the short term, continuous improve-ment, on benchmarks achieved.Well, nearly continuous improvement. Recognize periodic perturbations.Take reasonable risk & expect some failure.
Creating a New Business Model – Tenets of A New WayCreating a New Business Model – Tenets of A New Way
Eliminate what can’t be done well enough.Be genius – borrow generously.Reward success and champions of success (make performance count for regular folk).
Make this work funWe work live, not live to work.
Don’t have too many tenets
That’s all there is; there is no more.That’s all there is; there is no more.
Enough Already