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Moving On, Starting Over AACRAO SEM XXII, Orlando November 5, 2012

Peter Dueck, Royal Roads University Susan Gottheil, University of Manitoba. Moving On, Starting Over AACRAO SEM XXII, Orlando November 5, 2012. Introduction: o ur i nstitutional t rajectories How/why we became involved in SEM

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Moving On, Starting Over AACRAO SEM XXII, Orlando November 5, 2012

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  1. Peter Dueck, Royal Roads University Susan Gottheil, University of Manitoba Moving On, Starting OverAACRAO SEM XXII, OrlandoNovember 5, 2012

  2. Introduction: our institutional trajectories How/why we became involved in SEM Moving on: first impressions, challenges…and (even) pleasant surprises The personal impact Lessons learned Discussion….other(s) experiences Today’s Discussion

  3. Comprehensive public university: ~23,000 undergraduate and graduate students • 1994: appointed Assistant VP (Student and Academic Services) • “Easy in, hard out” reputation • Early 1990s – 45% decline in enrolment • 1994-5: grassroots revolt in Senate, mandate to raise admission standards • Large deficit; ongoing cuts in provincial grants • Funding tied to provincial grants and (capped) tuition Carleton University (Ottawa, Ontario)

  4. 1996: new President; review and evaluation of programs and sharpened strategic focus 1997: appointed Assistant VP (Enrolment Management); President looked to me for leadership New portfolio; team- and morale-building SEM audit; market and research studies Established enrolment planning framework and cross-functional teams Carleton University (cont’d)

  5. Institution-wide participation and buy-in Innovative strategies for: targeted and integrated recruitment marketing; student financial support New markets identified Growth of international enrolment Annual SEM Plans for President – mostly focusing on recruitment Carleton University (cont’d)

  6. Results: • 1st-year registrants, increased by 59% (1998-2006) • International registrants increased from 3.6% to 9.1% • Admission averages increased from 72.3% (1993) to 82.2% (2005) • 2000’s: Additional focus on low persistence and graduating rates • Academic advising review; D/F/W analysis; review of academic regulations; budget and financial counselling workshops • Results: increased retention of first-year students by 50% between 1994 and 2004 • A SEM leader and expert? Carleton University (cont’d)

  7. 13,500 (credit) students – 85% in university-transfer; 43,000 Continuing Education course registrations • 2006: appointed Associate Vice-President (Enrolment Management) heading up Enrolment Services • Importance of accessibility in mission and culture of institution • 25%+ enrolment in “Open Studies” • Mandate: to evolve into four-year undergraduate university • New program development/establishment • Evolution of bi-cameral (Senate) governance • “Face-to-Face” brand Mount Royal College (Calgary, Alberta)

  8. Provost emphasized increasing Aboriginal enrolment; little international enrolment (except for non-credit ESL) • Provost led enrolment planning; my position operational rather than strategic • There was an established EM portfolio … BUT … • Reorganization required • Poor use and understanding of data; lack of data-driven decision-making • Established SEM planning committees and cross-functional teams • CRM implementation Mount Royal University (cont’d)

  9. Examination of Open Studies Policies and processes revamped and reviewed (e.g., on-line withdrawals) New recruitment initiatives and admission processes implemented Nimble response to enrolment shifts and pressures – led by Provost Led institution-wide SEM Planning process – report and recommendations tabled as I left Development of institutional collaborative partnerships partially successful due to structural barriers Result: Fall 2008/09: total enrolment increased >10% Fall 2010 applications: 25% increase Mount Royal University (cont’d)

  10. Established in 1877 as the first university in western Canada; until 1967, the only university in Manitoba UM became the ‘provincial’ university; comprehensive, medical/doctoral research; funded by block grant Grew from 22,877 students in 1987 to 28,430 in 2011 Became director of financial aid and awards in 1987, joining an active student affairs team Strong student support programs: Access Program, Peer Advisors, health and wellness, career services, financial aid, Rhodes Scholars No integrated coordinating SEM plan; no recruitment or retention targets; reacting to external forces University of Manitoba: Part IWinnipeg, Manitoba

  11. First recruitment plan in 1997, by VP Academic; more of a vision than a plan; no buy-in, no follow-through U1 established in 1999 to address transition in first year; allowed students to defer program choice to 2nd year First SEM plan in 2004, focus on recruitment, esp. aboriginal student recruitment, built by Student Affairs; aboriginal student recruitment officer hired Second SEM plan in 2008, focus on retention but no sense of urgency Rogue plan to ‘internationalize’ in 1999; built recruitment plan; grew international student population 304% in 7 years from 658 in 1998 to 2661 in 2005 SEM committee established in 2009, co-chaired by business dean and vice-provost (student affairs) University of Manitoba: Part I (cont’d)

  12. Economic crash of 2008 became major distraction; ROSE projects soaked up both staff and financial resources SEM Committee first serious attempt to engage the community with SEM plan; draft passed by senate Progress slow; almost stalled in the effort to focus UM’s identity, name significant strengths Deans surveyed in 2010-11 to identify optimal enrolment numbers, including international students Results showed appetite for growth at graduate level; reluctance to set targets at any level Pathway college (ICM/Navitas) established in 2010 as additional pathway for international students and to help control attrition University of Manitoba: Part I (cont’d)

  13. 2010: appointed Vice-Provost (Students) overseeing Student Affairs • First impressions (siloed structure; insular; provincial; not nimble; too many faculties) • Unique first-year program in Canada (University 1) • Convinced was coming to a strong SEM institution … Peter was there! • SEM long established, theoretically, but no traction, little attention paid to expertise on campus • Under-resourcing over past 20 years • No CRM, no data-based decision-making • Proliferation of different sets of academic policies, processes, sets of data University of Manitoba: Part II

  14. Not student-friendly • Difficult to know what was happening in faculties (e.g., articulation agreements) • No SEM planning … not much real planning at all • But change was afoot … • Institutional Strategic Plan (2010) • Enhancing the student experience and Indigenous achievement two of four pillars • SEM Planning re-booted – committee structure re-established; goal-setting begun; education of entire campus community • I am seen as leading the project – “you (literally) wrote the book!” University of Manitoba: Part II (cont’d)

  15. Re-discovering old enrolment policies (1970, 1984), re-visiting enrolment targets Planning underway to harmonize and simplify academic policies – including admissions and progression Discussions with Deans, Associate Deans Focus on student success (D/F/W analysis; S.I. pilot projects; advising review) International, Indigenous and graduate student enrolment key goals “5 stages of data grief” – poor student outcomes 2012: 3% increase in enrolment University of Manitoba: Part II (cont’d)

  16. Established in 1995; offering applied degrees only 3,385—4,885 (including offshore) students in 2010 610 master’s degrees awarded in 2011 (>63% of total); compared to 645 at UM (<13%) Boutique university; “Canada’s university for working professionals”; proud of being different, niche role Undergraduate ‘degree completion’; years 3 and 4 Compressed programs; two years in 12-18 months Programs include: business, leadership, communications & culture, peace & conflict, environment & sustainability; tourism Royal Roads University

  17. Provincial grant amounts to about 30% of total revenue; compared with 57% and 62% at UM Funded on preset ‘per student’ grant (with 500 students now unfunded); market-driven growth funded by student tuition Relatively large offshore ‘affiliate’ programs Total budget managed centrally; when targets are not met, budgets for ‘cost centres’ shrink; enrolments affect expenditures directly New programs subject to market review; new offerings given 3 years to prove viability Flexible (PLAR-like) admission for 30+ percent of students for both undergraduate & master’s programs Average age of students generally ranges between 38 & 42 Royal Roads University(cont’d)

  18. 3 modes of program delivery: on campus, online, blended (online with intense residencies) Enrolment targets and maximums set annually SEM Committee established 2011; targets reviewed monthly program by program, line by line Explanations sought for attrition beyond low preset allowances; mitigations planned Pathway college (ISC/Study Group) established in 2011 for international students; ESL/years 1 & 2/PMP Aggressive growth planned; 50% in five years; 14% growth in Q1 2012 (April-June); pressure on campus resources (space, food service, residence) Royal Roads University (cont’d)

  19. Shaping enrolment intentionally and strategically Collaboration, partnerships with academic and administrative colleagues Focusing on both access and success of students Identifying key issues, policies and processes that need to be addressed Building a cohesive team and common vision across institution Common Themes

  20. Stepping out of your “comfort zone” • Leaving your • Team • Administrative and academic colleagues • Friends • Home • City • Family life • Energy to “start over” • Is it worth it? Personal Impacts …

  21. Institutional mission, vision, values Institutional leadership Formal SEM structure Institutional culture Building partnerships Institutional funding and budgeting Being strategic, making choices You can’t be a “change agent” unless you take risks and change too Lessons Learned

  22. Discussion

  23. Take your time—personal reorientations cannot be rushed. • Arrange temporary structures. • Don’t act for the sake of action. • Recognize why you are uncomfortable. • Take care of yourself in little ways. • Explore the other side of change, whether changes are chosen or not—consider the possible benefits of forced change or the personal cost of change that was chosen. Personal Lessons Learned:Bridge’s transition checklist

  24. Find someone to talk to—in order to help you put into words your dilemmas and feelings so that you can better understand what is going on for you. • Find out what is waiting in the wings of your life; transitions clear the ground for new growth. • Use this transition as the impetus to a new kind of learning; what you are going to become will require understandings and skills that you may not yet possess. • Recognize that transition has a characteristic shape—and that the turmoil between the past and the future can lead to a new orientation. Personal Lessons Learned:Bridge’s Transition Checklist (cont’d)

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