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Enrollment Management

This article discusses the allocation of instructional resources in a multi-college district, focusing on reductions and growth in enrollment management. It explores factors to consider when reducing enrollment, basic allocations, and the impact on costs and productivity. The article also highlights the importance of evaluating other associated costs and the need for a comprehensive plan for growth.

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Enrollment Management

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  1. Enrollment Management The Perspective of Finance

  2. Enrollment Management • Allocation of Instructional Resources in a Multi-College District • Reductions • Growth

  3. Enrollment Management • Background • Four colleges, several centers • Reported 59,965 resident FTES for 2009-10; Will report just under 53,000 or 12% fewer for 2011-12 • Los Rios may be unique; Fiscal Services is responsible for forecasting and reporting attendance, monitor staffing and productivity, and set annual faculty hires (FON) for the District.

  4. Enrollment Management • Allocation of Instructional FTEF • Growth or Reduction should not matter in the basic formula: WSCH Goal/Productivity Goal = Instructors But, reduction is more difficult than growth

  5. Enrollment Management • Factors to Consider when Reducing • WSCH Goal – Should it match workload (funding) reduction? Be greater than workload reduction (over cap)? Should each college reduce the same (proportionate)? Should it be targeted based upon programs, productivity? • Are productivity levels sustainable? Should they be increased? Are high WSCH classes being reduced? If productivity has increased is it due to faculty accepting more, is it due to an increase in retention, other? • 50% impact – Growth years,classroom cost increases generally precede non-classroom; reduction the timing can be reversed.

  6. Enrollment Management • Basic Allocations – will colleges/centers meet the minimum FTES for their current allocations? Are there other considerations such as new programs in development? • Will the reduction result in sufficient savings? • If reducing high WSCH sections (which may also be lower cost) consideration for FTES declining more than FTEF. Example, a PE class may generate 40% more WSCH than an English class but costs 25% less. So, if certain programs are targeted for reduction then consideration should be given as far as the impact on WSCH and productivity.

  7. Enrollment Management • Should other costs associated with instruction be evaluated? Should programs be consolidated, eliminated? • What will be the impact of the new attendance requirements? How does this impact classroom management? • How is efficiency (productivity) measured? Does it compare/evaluate on factors within the control of the colleges, deans?

  8. Enrollment Management • Recommendation is to not rush a reduction. At least a semester to re-align. • District should set overall objectives. • College planning should be for a range of reduction levels. Reduction criteria should be in place. • Finance’s role should be limited; Prepare overall allocations based upon objective factors, providing analysis, validating data.

  9. Enrollment Management • Growth • District should have a plan for how growth will be allocated when it is funded (assuming no over cap); Did the old model/formula work? • Colleges should have at least a basic plan of how growth will be achieved. • Adding back exactly as reduced is probably not a plan.

  10. Enrollment Management • Not everything can be viewed in terms of raw dollars and cents. There are costs that can not always be easily quantified but should be considered(example is full-time faculty). • Managing reduction has been very difficult; Enormous stress on the institution beyond just the loss in funding. • However, this time is an opportunity to assess, refine and improve.

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