Marian University Program Accelerated Adult & Online programs

Accelerated Adult and Online Programs

December 2016

1 | P a g eMick Carroll PhD, CPA

Marian University Program Review

Table of Contents

Section Page

Executive Summary ................................................................................................... 3

Internal perceptions of adult online education at Marian University ....................... 4

Factors adults utilize when selecting a program and satisfaction trends .................. 4

Environmental scan of local colleges and universities ............................................. .. 7

Program opportunities ............................................................................................... 13

Assess relationships and opportunities with local technical colleges ........................ 14

Assess current satellite sites for opportunities and to maximize ROI ........................ 14

Awareness and brand of Marian with community, businesses, and organizations ... 15

Curriculum review – includes degree structure and learning models ....................... 18

“Marian experience” - adult and online students ...................................................... 20

Review the marketing, promotion, and recruiting adult and online students ........... 21

Marian student focus groups and satisfaction ........................................................... 26

Focus groups with faculty who are involved in AGS programs .................................. 25

The case for a separate adult and online unit .......................................................... 27

Recommendations for Marian for AGS Programs and Draft of Strategic Plan ........... 28

Appendix A – Proposed structure of adult and online unit …..................................... 32

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1. Executive Summary

In October of this year, I was contracted to perform a program review on Marian University’s adult accelerated and online programs. The areas of the adult and online programs that were researched and assessed are:

Assessment of internal perceptions of adult and online education at Marian University Most important factors adults utilize when selecting a program Environmental scan of local colleges and universities Program opportunities (based on environmental scan and emerging degrees) Relationships and opportunities with local technical colleges Current satellite sites for opportunities and to maximize ROI Awareness and brand of Marian with surrounding community, businesses, and

organizations Curriculum review – includes degree structure and Learning models Ways for adult and online to be more a part of the Marian experience Student perceptions Marketing, promotion, and recruiting processes Marian utilizes to recruit adult and

online students Perceptions of faculty involved with AGS programs Current relations with businesses, companies, and local organizations and explore

additional partnerships

The research process involved gathering information from the following sources:

Environmental scan of local colleges and universitiesSurrounding technical and 2-year UW schoolsFond du Lac Association of CommerceFond du Lac Economic Development groupLocal business and organizationsResearch on growth rate of jobs and degrees (U.S. Department of Labor, Forbes, other)Students (live and online)Marian facultyProgram directorsAcademic deans Marian employees and administrators

2. Assessment of internal perceptions of adult education at Marian University

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Adult education was very successful when it operated as a separate unit. A robust satellite system was in place and was highly successful. Adult enrollments began to decline when the then existing director retired. Replacement group was not successful for variety of reasons (incompetent, funding,

need to cut cost, lack of collaboration). Due to declining enrollments, the unit of adult education was eliminated and all

academic components of each adult degree were incorporated into the respective schools. Most student advising was moved into the respective school.

Most satellite sites were discontinued. Marketing and recruiting was centralized into the campus-wide departments. Disconnect between admissions and faculty. Disconnect between educational technology and faculty. No “brand” for adult and online programs. Inconsistencies of look, feel, and workloads for both adult and online programs. Inconsistencies of quality and preparedness of adjunct professors for adult accelerated

and online programs. Faculty under-resourced and overworked. “Tired” adult curricula. Technology is outdated. No incentive for developing new programs.

3. Most important factors adults utilize when selecting a program

In 2015-2016, Ruffalo - Noel Levitz surveyed 23,185 adult students enrolled at 65 four-year private and public institutions. The survey also included 9,131 adult students enrolled at community colleges. The survey addressed the following areas:

a. Trends in adult learner satisfaction and likelihood to recommend the program to others.b. Which factors contributed to adults choosing a school\program.c. Aspects of student experience that are most important to adult students.

Trends in Student Satisfaction

The overall satisfaction of their program for adult learners has hovered around the mid 70% range. The likelihood of adult students recommending their program to another has averaged a couple points higher than the satisfaction level.

The top enrollment factors for adult students (75% or above):

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At Four-Year Institutions (% of students listing factor) At Community Colleges

Program of choice (93%) Program of choice (89%)

Convenience (92%) Convenience (88%)

Flexible scheduling (88%) Cost (86%)

Time required to complete (88%) Job requirement (85%)

Financial Assistance (86%) Financial Assistance (82%)

Transfer of credits (85%) Flexible scheduling (88%)

Job requirement (85%) Time required to complete (81%)

Cost (84%) Transfer of credits (79%)

Reputation of school (83%) Distance from campus (78%)

Availability of online courses (80%) Job placement (75%)

Job placement (79%)

Program accredited (78%)

Granting experiential credit (76%)

Bottom five factors reported

Design own program (68%) Tuition reimbursement (63%)

Employer endorsement (52%) Employer endorsement (49%)

Employer onsite classes (37%) Employer on-site classes (37%)

Labor union endorsements (36%) Available child care (43%)

Available child care (34%) Labor union endorsements (40%)

Observations\Insights: Not surprisingly, program of choice was the number one factor for current Marian students. Cost is a little higher on the list for community colleges vs. four year institutions. While reputation of the school is fairly high for adults at four-year colleges, (83%), it is not a factor for students at community colleges. Same phenomenon for availability of on-line courses. While offering employer onsite courses is not very high for either group, (37%), it is high for the employer.

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Highest Satisfaction Gaps for Adult students (differences in importance and satisfaction):

At Four-Year Institutions (% of students listing it) At Community Colleges

Importance Satisfaction Gap Importance Satisfaction Gap

Sufficient course offerings each term:

90% 55% 35% 89% 54% 35%

Ability to pace studies:

93% 64% 29% 91% 64% 27%

Choose\Combine delivery methods (they choose):

90% 61% 29% 90% 68% 22%

Advising (stay on track, help select classes):

89% 65% 24% 88% 66% 22%

Conclusions:

Messaging, branding and student support must clearly articulate\communicate and deliver those issues\areas that are most important to adults. Again these areas of adult education are:

Having desired programs Convenience and flexibility Students can choose delivery mode Time to degree Scheduling sufficient course offerings each term Minimum to no course cancelations (an area of concern for Marian) Ability for students to pace their program of study (major feature of CBE) Timeliness and quality of academic support (advising, registering, financial aid) Transfer of credit (both traditional and experiential\PLA)

The website must also communicate these factors, (if they exist). Additionally, the website, (and printed materials), must be designed with a minimum number of clicks to find all adult and online programs. Once clicked, the information, (message), must appeal to the adult students and online students. Competitor websites are compared in later section.

Environmental Scan of Local Colleges and Universities

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Schools reviewed include Lawrence University, Ripon College, St. Norbert College, Bellin College, Concordia University, Lakeland University, UW-Oshkosh, UW-Green Bay,

Lawrence University – Appleton, WI (1500 full-time students) – four- year traditional liberal arts school that offers a BA in Arts and a BA in Music. There are no adult or online programs. Lawrence students may choose to enroll in a “cooperative degree” program which is a “3 + 2” program. A Lawrence student can take the first three years at Lawrence and then take two more years at a partner school. Their partner schools include Duke Washington University and Rensselaer Polytechnic Institute. The degrees offered in these programs are Engineering, Environmental Studies and Occupational Therapy. The student earns two bachelor’s degrees upon completion of the 5th year.

Ripon College – Ripon, WI (840 full-time students) – Four- year traditional liberal arts college. No adult or on-line courses.

St. Norbert College – Green Bay (2200 students) - Four-year traditional liberal arts college. No adult or on-line courses.

Bellin College – Green Bay (332 students) – Offers BSN and MSN. Very strong partnership with Saint Norbert. No adult or online courses.

Concordia University, Mequon, WI

Cost $680 per cr hr $471 per cr. Hr $471 per cr. hr

Format 8 weeks 4hr per wk 6 weeks 4hr per wk

Transfer hrs. 80 80

Experiential up to 21 cr hrs. 21 cr hrs.

Time to degree 2 yrs or less

___________________________________________________________________

Bachelor

Graduate Degrees Adult Accel Online

Accounting X X

Bus Admin (MBA) X X X

Org Leadership

Int’l Business X

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Corp Communications X

Finance X

Marketing X

Healthcare Admin X X X

Human Resource Man X X

Liberal Arts X

Criminal Justice X X

Church Music X

Applied Exercise Science X

Art Ed X

Athletic Training X

Comp Science X

Information Technology X

RN to BSN to MSN X X

Family Nursing X

Nurse practitioner X

Gerontology X

Education (Comp-based) X

Ed Design and Tech X

Alt Ed X

Early Childhood X

Ed Admin X

Environment Ed X

Family Life X

Special Ed X

Stud Personnel Ed X

Teaching & Learning X

Counseling X

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Health Services (MBA) X

Occupational Therapy X

Physician Asst. X

Rehab Science X

Social Work X

Theology X

Strengths of Concordia University – Concordia has multiple locations that allows for flexible scheduling. Accepts up to 80 credit hours for transfer students. Of these 80 credits, students can earn up to 21 credit hours from experiential learning and other non-traditional paths. They offer a wide variety of degrees, especially at the graduate level. They have an extremely friendly and highly functional website that is very easy to navigate.

Potential weaknesses – Only four of their undergraduate majors are offered in an online format. In several places on the website, the words “Christ-centered” is visible, but there is not an effective presentation as to what this means and how that is accomplished. The vast majority of their graduate programs are in education, which is very dependent on school district funding. Many of their degrees are traditional degrees that have been offered for years.

Lakeland University

Bachelor

Graduate Degrees Adult Accel Online

Cost $565\585 per cr hr $465 per cr. Hr $465 per cr. hr

Format 14 weeks flex ed 14 weeks flex

Transfer hrs. 80 80

CPA\CMA review three 3 cr hr. classes

Accounting X X

Bus Admin (MBA) X X X, X (both)

Org Leadership

Int’l Business

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Corp Communications X X

Finance

Marketing X X

MIS X X

Healthcare Administration

Human Resource Management

Liberal Arts

Psychology X X

Specialized Administration X X

Criminal Justice X X

Computer Science X X

Education X X

Counseling X

Strengths of Lakeland University – Extremely flexible class selection with the 14-week “flex ed” option. This allows students to either attend class face-to-face or participate in an online class. Lakeland University offers an accounting CPA track where the CPA review classes can be taken for credit towards the required 150 credit hours needed to sit for the exam.

Weaknesses of Lakeland University– Very few graduate degrees offered. The only graduate degree offered online is a MBA. Their undergraduate degrees are all the very traditional degrees that have been offered for years.

University of Wisconsin-Green Bay (Satellite locations in Wausau, Waukesha, Milwaukee, Appleton, Rhinelander)

Cost $ 328 under grad resident

Transfer up to 90 credit hours

Bachelor

Adult Accel Online

Business Administration X X

Human Development X X

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Integrative Leadership X X

Psychology X X

Certificates

Emergency Management

Environmental Sustainability

Non-profit Management

Comments: Surprisingly, very limited course offerings. However, students have full access to U of W network.

University of Wisconsin Oshkosh Cost $360 per credit hour

Transfer up to 90 credit hours

Bachelor

Adult Accel Online

None

Aviation Management X

Criminal Justice X

Fire & Emergency Response X

Human Services Management X

Leadership & Org Studies X

Leadership Development X

Liberal Studies X

Organizational Administration X

Public Safety X

Comments: Surprisingly, very limited course offerings and no on-ground adult accelerated degrees. Very little direct competition for Marian. Additionally, students have full access to U of W network.

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All Competing School offerings:

Accounting X, X X O

Aviation Management X

Bus Admin (MBA) X, X X,X,X X

Org Leadership X

Leadership and Org Studies X X, X

Org Administration X

Leadership Development X

Int’l Business

Corp Communications X X

Finance !!!!!!!!!! O O O

Marketing X X

MIS X X

Healthcare Admin X X

Human Resource Man X X

Human Services Management X

Human Development X X

Liberal Arts X

Liberal Studies X

Psychology X X, X X

Specialized Administration X X

Fire and Emergency Response X

Public Safety

Criminal Justice X, X X, X X

Comp Science X X

Education X X

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Counseling X

4. Program opportunities : Based on what competition is not offering - (Marian offers these degrees in traditional format)

Finance degree with Financial Planning concentration where CFP course can be taken for-credit, (perfect illustration of CBE)

Offer the seven required Certified Financial Planning courses – live and on-line for credit Accounting core with three areas of specialization: CPA, CMA, Forensic Accounting –

Include CPA review Courses for credit (online) Graphic Arts Forensic Science Social Work Thanatology online BS

Distinctive\Emerging\Growing innovative programs based on environmental scan, job market projections, and Marian Mission* (Marian would have to create these)

Digital Marketing Business Analytics Predictive Analytics : Collaboration with... (joint degree with Business and I\T) Artificial intelligence - Collaboration with IBM “Watson” Project Management in digital age Servant Leadership (Marian mission)* Civic engagement and social justice (Marian mission)* Small Business Management and Entrepreneurship Cyber Security – Collaboration with Cisco (Marian is already a Cisco certified

“Academy”) IT/ with Advanced multimedia certificate IT/Networking Collaboration with... Software Engineering Collaboration with... PhD in Ed Tech Co-create Competency-Based degrees with Businesses, Hospitals, IT (3 way

partnerships)

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5. Assess relationships and opportunities with local technical colleges

Moraine Park Technical College (MPTC)

MPTC is very positive and supportive about Marian collaboration

More on-campus recruiting

Identify four to six new 2 + 2 degrees

Explore dual enrollment

Resurrect Fusion initiative with MPTC

Milwaukee Area Tech College (MATC)

Work to create a hybrid Thanatology B.S.

Offer the following Marian degrees at MATC’s campus starting in the fall 2017:

a. Accounting

b. Business Administration

c. Healthcare Administration

d. Finance (possible)

Staff part-time Marian recruiter with office at the MATC campus. (Spring 2017)

Staff part-time Marian advisor\financial aid at the MATC campus. (Summer 2017}

Expand relationships with additional tech colleges in Wisconsin. There is not a great relationship between the tech colleges and the four- year UW Universities.

Dual enrollment with 2 year colleges

Fear factor. Number one reason why adult students do not pursue a degree. Much support and reassurance is needed for their adult students to progress towards bachelor's degree

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6. Assess current Satellite sites for opportunities and to maximize ROI

Begin offering classes Milwaukee technical colleges (Fall 2017)

Get out of Lease at West Allis and use MATC as new satellite

Recommend Green Bay as a satellite location. (Only competition is UW-Green Bay and a small Lakeland University satellite site)

More satellite options will be identified, evaluated, and implemented.

On-campus coordinator at Appleton not being fully utilized. Increase responsibilities

Explore more onsite locations with businesses\schools\organizations

7. Awareness and brand of Marian with surrounding community, businesses, and organizations.

Economic development (President)

Community is not aware of Marian as a good resource

Not enough outreach or involvement (presence on various boards)

Impression of Marian is a high quality Catholic University that is not “banging their drum” enough.

Needs reasons for community to come to campus

Fond du Lac Association of Commerce (President)

Orientation still reflects a little bit women’s college

First generation

Catholic

Not enough communication, activities, degrees

Marian Business Advisory council (Executive Director has never been approached)

Marian has much too low a profile. Community does not appreciate what a tremendous resource Marian University is for Fond du Lac

Need reasons for community to come to campus, NW baseball team, distinguished speaker series, events, create a speaker’s bureau of current faculty

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Willing to include questions about Marian on annual survey

Opportunities to engage with the Association of Commerce: Community forum, political forum

Discounts for association members and family members.

“Can we help?” phone call. Reach out. Be more proactive

Fond du Lac works. Some type of Leadership Program facilitated by Marian for adult students

Local Businesses

Marian needs to communicate and interact more with community. “Re-introduce,” “Re-energize”

Good liberal arts reputation

Who does Marian want to be to the community?

More current relevant offerings (especially I\T – Data modeling\mapping, predictive analytics, artificial intelligence, cyber security, logistics)

Speaker bureau\series

No clear branding or messaging, although all interviewed had high regard for what Marian’s stands for, but cannot really articulate it. Same phenomenon with students and alumni

Utilize relationships with Marian alumni in leadership positions

Very satisfied with Marian University

More interaction for hiring interns

Leverage relationships with current students for recruiting and possible on-site programs

All businesses interviewed are extremely interested in working with Marian on co-created competency-based certificates, credentials and degree programs.

Other Certificate in “Soft Skills”

I\T topics (partner with IT companies such as IBM, Cisco, etc. - Data modeling\mapping, predictive analytics, artificial intelligence, cyber security, logistics)

Supervisory Management

Determine with company

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Companies would be interested in on-site workshop presentations (Below is a 2016 survey given to local businesses by Marian to measure interest – 32 Responses):

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8. Curriculum Review – Includes degree structure and Learning models

Evolution of adult programs:

Traditional format on campus Satellite locations (go to students) Introduction of for-profit-schools: highly aggressive and innovative (University of

Phoenix mid-1970’s) Explosive growth of for-profit schools (late 70’s early 80’s) Accelerated live instructor programs (Mid to late 80’s -Regis University - early pioneer

and consultant) Online component being introduced (early 90’s) Early stages of Competency Based Education (SNHU and Western Governors) Decline (and possible fall of the for-profit schools - currently) Major Disrupter - Currently: Inevitability of broad implementation of CBE and student-

controlled learning pace\experience. The force behind this will come from adult students and early-adopting institutions.

Adult accelerated and online programs will be successful if they can be superior in any of the following categories:

(Note- the more areas in which adult programs excel, the more successful they will be.)

Providing the most relevant, current and sought after degrees in market demand Student control of learning (“semi-control”) A better curricular “mouse trap” = Competency Based Education Partnership with businesses and organizations to “co-create” academic programs Potential for three way programs (IBM, Microsoft, Cisco, etc.) Superior and immediate support services Effortless and seamless process to program completion

Where adult and on-line education is headed (train has not left the station yet, but serious “boarding of train” has started)

No longer “accelerated” program. New trend is “flexible” program. Student has control over their studies and pace. Disruptive change coming!

Open enrollment and “guided” self-paced.

Students buy “chunks” of time, not credit hour or semester based

Learning pathways. All units are credit-bearing and are a pathway to the bachelor and graduate degrees (adult students can pursue):

Individual courses

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Marian credentials\certificates\badges (stackable) Associates degree Bachelor’s degree Master’s degree

Either at or in the process of moving to Competency Based Education (CAEL) 2015: 120 schools, 2016: 620

CBE was main theme at 2016 CAEL conference

Almost every workshop on CBE was standing room only

Co-create and customize programs with organizations and students

Course-based vs. direct assessment CBE (Only 5 schools in country, one of which is U W)

Direct assessment is not tied to any previous courses

Direct assessment model requires full HLC approval before offering any classes

Course-based (more structure) Direct Assessment (Wild West)

X ____________________________________________________________Y

Degree based on “chunks of time” vs. semesters or terms

No longer grade-based (A thru F). Now performance measures that measure mastery

Competency based is not simply adding performance measures to an accelerated course.

CBE removes the traditional classroom model and seat time

Mastery of competency is based on a plethora of ways to show mastery of a competency.

Tests can still be used, but there are now many ways to show mastery of a competency

No longer based on semesters or terms, but now based on “chunks of time.”

Faculty role and load is changing dramatically, from teacher to mentor\facilitator

No longer classroom teaching or office hours

Faculty have scheduled lab or availability time i.e. Thursdays and Fridays in “lab”

Major caution – CBE is not just adding new learning objectives\competencies

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Can utilize academic advisor or a faculty mentor model or both

UW system has instituted competency-based programs at UW Milwaukee

Commitment and clear vision from senior leadership is of paramount importance

Must have buy-in and early participation of a core group of faculty

Students must spend “regular meaningful time each week” with the faculty

Train, incentivize, and empower core group of faculty for trial CBE offerings

Must have a CBE campus champion to lead the effort

9. Address ways for grad, adult and online to be more a part of the Marian experience

Although most adult and graduate students view Marian and the mission favorably, directly participating in this experience is not high on their lists.

Adult and online students want a high quality degree in most efficient manner. There may be some opportunity to connect more with adult, online and graduate

students, i.e., special seminar or presentation, have current adult students bring colleagues

Increase communications to adult and online students, (adult unit news-letters) Send invitations to events. Have some campus events geared towards adult

students.

10. Review the marketing, promotion, and recruiting processes that Marian utilizes to recruit adult and online students.

Outsource all recruiting and online platform to outside vendor (vendors will be researched, evaluated, and hired.)

Huge disconnect between adult education faculty and admissions

Current degree offerings and efforts to recruit are very traditional and not geared towards adults

Website (home page), must highlight the major components\requirements of adult education:

Offering the “right” degrees vs. just the traditional core degrees Minimum clicks to see adult and online programs

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Flexible scheduling (student has control of their studies – must start to move in this direction)

Moving open enrollment Immediate friendly and efficient user experience on website Emphasis on support (advising, coaching, “we will ensure your success” Clear degree pathways including of PLA opportunities, transfer, and outside

credentialing

Clear pathway for PLA (Example is from Southwest Tech), recognize opportunities for prior learning, industry credentials, and transfer credit. When recruiting and advising, have a comprehensive schedule outlining all experiential and non-traditional credit options.

Both Lakeland and Concordia’s homepages for Lakeland University and Concordia University include a clear link to the adult programs (evening, weekend, and online offerings).

Below is Lakeland’s homepage:

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Below is Concordia University’s homepage. Again, immediate navigation to adult accelerated and online programs.

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After one click, students arrive at the screen below. It has all the features and selling points that a potential adult student is looking for in a program. It even has the link for financial aid.

Again, 1 click:

Per Concordia’s website “Our Adult Students”:

Receive the credentials needed to advance in their careers Earn degrees in as little as 2 years Learn from professors with industry experience Home campus with many satellite campus and online options Open enrollment Receive credit for PLA Transfer up to 80 credits hours World of opportunities Continue to grow and learn

“Our Accelerated Courses”:

Meet one night a week four 4 hours Six weeks for undergrad – 8 weeks for graduate Includes online options Involves very little group work outside of class Many convenient campus locations Addresses the needs and focus of adult learners

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Includes the cost of textbooks in some courses Related directly to today’s classroom

Grabs the “shopper’s” attention and interest. Financial Aid is also visible. (Now they can click on right side to view the degrees.)

On Marian’s homepage, it took three clicks.

Click #1 – “Academics”

Click #2 – “Academic Schools”

Click #3 – “College of Business”

This assumes the potential student knows what college his\her program of interest might be in. (What if a student was looking for an Organizational Communications degree?)

Additionally, the Marian’s page only lists the adult degrees. It does not address any of the selling points or features of the program. Website needs to be redesigned and have a more efficient user experience as well as message why Marian is the place for them to go!

11. Conduct focus groups with students each program :

A. General comments across on-ground programs (52 students interviewed)

Every single student from all from all focus groups would recommend Marian to a friend or colleague

When asked about their overall satisfaction with Marian University, the vast majority of students answered 8 on a satisfaction scale of 1 (low) to 10 (high). A few answered a 7 and one student in the Human Resource and Healthcare Management program gave a satisfaction rating of 2. It should be noted that this student said that she would still recommend Marian University to a friend or colleague even though her personal experience with Marian was not to her liking. When asked why she replied that she believes in Marian University’s mission and social justice focus that Marian University and the nuns represent, but could not articulate what this exactly was.

To the question, “Why did you choose Marian,” the vast majority of students responded either that they went to Marian, a family member went there, or a friend or colleague recommended it to them.

Each student responded that the other primary reason for attending Marian University was the degree itself. This is consistent with the 2015-2016 Ruffalo Noel Levitz national adult student survey.

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Almost all students responded that Marian could do a better job of communicating with them.

Organizational Leadership Cohort

The degree itself. Students did not want to pursue an MBA for a variety of reasons. Several students (Sargento) enrolled because of an on-site presentation. The three

students from Sargento shared that they would recommend this program to fellow employees and would speak at an onsite recruiting event if Marian wanted them to. This could be an immediate opportunity for Marian to pursue.

Transition to the new downtown facility was rated as a “a nightmare” for them. The communication to the students and problems with IT were cited as their biggest frustrations. Again, in spite of this, every single student would still recommend Marian. This brand\experience that Marian has is an extraordinary opportunity to leverage.

Students in this program were extremely satisfied with the quality of instruction and the care that their instructors exhibit.

Educational Technology Students

Extremely satisfied with their program Several students would be interested in a PhD in Ed Tech Very pleased with quality of instruction A little too much discrepancy/variation from one class to another Many of the students earned their undergrad at Marian or a family member

graduated from Marian Again, the students are supportive of the Marian Mission but could not articulate

what the Marian mission or experience is. Huge opportunity here. Many students feel that Marian should have more satellite locations Some offered to recruit or host a satellite location

Alternative program for Teacher Certification

Very pleased with Marian experience All students were in the program for the degree (career change) Overall satisfaction with Marian was an 8 on scale of 1 to 10 (high) Every single student would recommend Marian to a colleague or family member

(Another huge opportunity exists here) High marks for advising

Online students

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Why online students chose Marian University (in order of frequency):

Completely online Degree itself Familiar with Marian Reputation Time to degree

How online students ranked student support services (1 low - 5 highest)

Academic advising (3) Flexibility (3.5) Quality of instructors (4.3) Other support services: Career Services, Financial Aid and Library (3.5)

Additional online degrees that students would be interested in:

More I\T options Reading Specialist Gifted\talented license MBA Servant Leadership Social Work Doctorate in Educational Technology Master’s degree in Counseling Finance Accounting

12. Focus groups with Marian faculty who are involved in AGS programs:

AGS does not have clear direction or support Adult and online programs are subsumed in each school’s culture No clear brand or consistent vision Not enough time and resources to grow existing adult and online programs Need for focused recruiting Need for university standards for adult and on-line courses, (at least for AGS) Used to be very successful well run program when it was a separate entity Every faculty member interviewed was in favor of returning to a separate unit Current process for scheduling is a big problem. Too many class cancelations or last minute solutions “Tired curriculum”

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Different perspectives on course offerings are an issue, i.e., initial courses listed and when to cancel classes. (Should be centralized in an adult unit )

13. The case for separate adult and online unit

Need for clear consistent vision and leadership of adult and online programs Adult and online programs need a unique brand and message Separate goals and accountability, (academic and financial), need to be developed,

articulated, resourced, and evaluated for adult and online programs Much of adult and online education will thrive on corporate and organizational

partnerships and outreach. Individual schools are at capacity and are often under-resourced to expand programming and\or relationships.

The landscape of adult education is changing rapidly and requires a high degree of flexibility, specific expertise and agility from colleges if they are to be successful. A separate adult and online unit will allow for a more unified and effective program development and delivery.

The impending “thunderous” arrival of CBE, (per CAEL) warrants the focus and leadership of Marian to be a market leader in adult and online programming.

Increased innovation and delivery Tremendous opportunity for Marian to early adopters of CBE The sheer size and potential for the adult and online programs are enormous,

however, there is much competition. All aspects of adult education are fundamentally different than traditional programs and the processes need to be developed and focused upon separately. Different approaches and strategies exist in all aspects of adult programs:

o Marketingo Recruitingo Advisingo Schedulingo Adult Learning (pedagogy “teaching of a child” vs. Andragogy “facilitation of

learning)o Course deliveryo Satellite locationso College experienceo Support serviceso Relationships with businesses and organizations

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14. Recommendations for Marian for ASG Programs and Draft of Strategic Plan

Establish Separate Unit to Deliver Adult and Online Programs

Establish a separate unit for adult accelerated and online degrees (Begin process Spring 2017)

The unit would be more entrepreneurial and treated as profit center (See Appendix A for suggested structure)

Clearly identify Marian brand and messaging for accelerated and online (also entire University)

Begin to move towards a Competency Based Education model (Spring 2017) Identify core of CBE faculty champions and begin to provide resources (Spring 2017) Begin HLC substantive change application (Spring 2017) Begin offering trial CBE courses (Fall 2017) Begin investigating additional satellite sites

Create unit (possibly university-wide), standards for online courses Create a standardized syllabus for adult and online programs Contract with outside vendor for recruiting and providing platform for online

programs (and possibly adult accelerated live programs.) Vendors to interview:

o Wiley Education Serviceso Pearson Higher Ed Services o IPD (Institute for Professional Developmento Other (TBD)

Create and implement a signature process for hiring, training and retaining adjunct faculty. Two tier system that has designation of a senior adjunct with certain benefits.

Increase adjunct faculty pay Designate one FTE, (possibly from Institutional Research), for grant research and

grant writing. There is a great deal of grant money for creating innovative CBE programs

Consider creation of a Institute for Seniors – Workshops, fieldtrips, non-credit classes for people over 55 years old

Corporate and Community Outreach (Academics)

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Develop adult and online strategic plan to interface\network with local organizations (Events, Association of Commerce, Economic Development Group, board memberships, etc.).

Tuition discounts and other benefits for Association members and family. Dean of Adult and Online Studies needs to be very involved with the business

community. Marian needs more outreach for internship\externship opportunities. Start “Adult Learning” monthly newsletter (or quarterly), for community and for

current adult and online students to improve communication and promote programs\events (Spring-Summer 2017).

Begin to develop and offer onsite workshops to local businesses and organization for minimum or no charge, allowing Marian to get on radar of companies (Fall 2017).

Work more assertively to leverage current students’ places of employment Work more assertively to leverage alumni places of employment More effectively articulate and leverage of Marian’s brand, (messages), to the

community. Develop one or two signature events each year to bring business and organization

community to campus. Identify at least one company\organization and co-create a competency-based

program, (certification or credential) to offer an onsite degree or stackable credential (Target: Fall 2017).

A great potential lies in collaboration between VP of Institutional Partnerships and the Dean. Powerful “one-two punch”.

Technical and 2-year college opportunities

Onsite course offerings at Milwaukee Area Technical College campus and use this as the new West Allis satellite (courses offered at MATC campus starting fall 2017):

o Accounting o Business Administration o Healthcare Administrationo Finance o Thanatology (possible)

Staff Marian recruiter with office at the MATC campus. (Spring 2017) Staff Marian advisor\financial aid at the MATC campus. (Summer 2017} Explore dual enrollment with select 2 year colleges (Begin communications Spring

2018)

Implement Fusion program with Moraine Park Technical College (starting fall 2017) Explore Fusion model with other technical colleges (Fall 2018\Spring 2019)

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Expand relationships with additional tech colleges in Wisconsin, starting with Fox Valley Technical College. Lack of a great relationship between the Wisconsin tech colleges and the 4 year UW Universities. (Begin communications Spring 2018)

New Program Development (adult accelerated and online)

Accounting B.A. (accelerated and online) Finance B.A. with specialization in financial planning. Taking CFP classes for credit

should be an option for students. Should be available in both accelerated and online formats. The Finance degree with this specialization is the number one business degree in terms of growth over the next ten years.

Begin offering CFP classes on campus (live). Partnership with CFP Organization and Northwestern Mutual

Develop BS or BS\MS combination in Thanatology (Online for national audience. Hybrid for possible partnership with MATC)

Develop new round of 2 + 2 agreements with technical and 2 year-colleges Development of a statewide block transfer agreement Choose 1 to 3 of the following emerging degrees and begin development:

o Digital Marketingo Business Analyticso Predictive Analytics: Collaboration with... (joint degree with Business and I\

T)o Artificial intelligence - Collaboration with IBM “Watson”o Project Management in Digital Ageo Servant Leadership (Marian mission)*o Civic Engagement and Social Justice (Marian mission)*o Small Business and Entrepreneurshipo Cyber Security – Collaboration with Cisco (Marian is already a Cisco certified

“Academy”)o IT/ with Advanced Multimedia certificateo IT/Networking Collaboration with...o Software Engineering - Collaboration with...?o PhD in Educational Technologyo Co-create Competency-Based degrees with Businesses, Hospitals, IT (3-way

partnerships)

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Appendix A – Proposed governance structure for adult and online programs

This unit of Academic Affairs will report to the CAO. It will develop and execute strategy for adult and online education and be responsible for all operational aspects of program delivery including marketing, recruiting, advising, course scheduling and program delivery. The schools and faculty of Marian University will retain responsibility and authority for all academic matters including curriculum, admissions standards and processes, and approving faculty. This unit will interface with all of the academic administrative units (e.g., Registrar’s Office, Library, CASE Office) to coordinate student academic processes and service.

Strategy developmentPartnerships (in collaboration)

Coordinate unit eventsProgram development through existing governance

CBE promotion and support

Curriculum Delivery Curriculum Delivery

Assessment Assessment

Faculty Faculty Hiring (w/ Programs) Hiring (w/ Programs) Evaluation Evaluation Development Development

Scheduling & Advising Scheduling & Advising

CBE for on-ground CBE for on-line

Other (TBD) Other (TBD)

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Dean

Assistant Dean Live instruction

Assistant Dean Online