Metrics Framework and Key Indicators

1. Metrics Framework and Key Indicators Presentation to the Board of Regents November 12, 2009

2. Metrics and Accountability at the U “ ... [The regents shall] make a report annually, to the Legislature ... exhibiting the state and progress of the University...and such other information as they may deem proper, or may from time to time be required of them.…” University charter, 1851 Territorial Laws, Chapter 3, Section 16 2000: The University Plan, Performance, and Accountability Report approved by the Board of Regents. 2004: Transforming the U began, with the need for metrics at its core: • To track results and progress toward strategic goals • To help inform difficult decisions 2006: The Metrics and Measurement task force recommend an initial set of 20 broad metrics. 2007: The Board of Regents heard a presentation on the need for a more comprehensive metrics strategy. 2009: University planning functions consolidated to a single office with responsibility for refining a comprehensive metrics strategy. 2

3. Principles The University’s metrics framework must: • Use measures that reflect essential mission and support activities and are relevant, valid, reliable, adaptable, parsimonious and clear • Support University leadership in assessing progress and performance on agreed-upon goals, objectives, and strategies • Support data-driven decision-making and assessment • Be meaningful internally as a management tool for continuous improvement purposes and externally for accountability purposes • Be responsive to the governing policies of the Board of Regents 4

4. Key Questions Is this the right framework? • Do the principles accurately reflect the measurement and analysis needs of the University, the Board of Regents, and our stakeholders? • Are the strategies articulated comprehensive enough to represent the scope of the University’s mission and functions? • Do the articulated goals encompass the University of Minnesota’s mission and core capacities required to deliver on its mission? • Are the key indicators identified at the right level to support the Board of Regents in meeting its responsibilities? 5

5. Definition of Indicator Indicators are: • Observable • Measurable • Connected to policy decisions and accountability requirements • Focused on outcomes wherever possible Key indicators are all-University measures that assess our standing, performance and progress. • Strategic: How is the University progressing on the strategies that forward its mission and are the right strategies being pursued? • Operational: How well are our operations supporting the mission, strategies, and goals? Collectively, these are the measures on which we are accountable to the Board of Regents, state and federal agencies, accreditors, associations and more. 6

6. Anchoring of Indicators Indicators are drawn from measures that are anchored in: • Board of Regents and University policy • State and federal reporting requirements • Accreditation standards • Granting agency reporting requirements • Inter-institutional agreements • National and international comparison data Example: The test scores of incoming students are reported to the federal government through the Integrated Postsecondary Education Data System (IPEDS), and to the Voluntary System of Accountability (VSA), an alliance of public universities.

7. Goals: Mission and Capacity Extraordinary Education – Recruit, educate, challenge, and graduate outstanding students who become highly motivated lifelong learners, leaders, and global citizens. Exceptional Students Breakthrough Research – Explore new ideas and breakthrough discoveries that address the critical problems and needs of the state, nation, and world. Mission Exceptional Innovation Dynamic Outreach and Service – Connect the University’s academic research and teaching as an engine of positive change for addressing society’s most complex challenges. Transforming the U Pillars Exceptional Faculty and Staff World-Class Faculty and Staff – Engage exceptional faculty and staff who are innovative, energetic, and dedicated to the highest standards of excellence. Capacity Outstanding Organization – Be responsible stewards of resources, focused on service, driven by performance, and known as the best among peers. Exceptional Organization 8

8. Strategies and Key Indicators: Education Extraordinary Education – Recruit, educate, challenge, and graduate outstanding students who become highly motivated lifelong learners, leaders, and global citizens. Goal Recruit highly prepared students from diverse populations Incoming student preparation Student diversity Graduation and retention rates Challenge, educate and graduate students Placement of graduates Student learning outcomes (in process) Key Indicators Strategies Ensure affordable access for students of all backgrounds Internal support for scholarships Average net cost for students Student engagement Develop lifelong learners, leaders and global citizens Participation in study abroad and international experiences Student development outcomes (in process) 9

9. Strategies and Key Indicators: Research Breakthrough Research – Explore new ideas and breakthrough discoveries that address the critical problems and needs of the state, nation, and world. Goal Highly cited research publications Foster an environment of creativity that encourages evolution of dynamic fields of inquiry National academy members and other faculty awards Major research awards, research center awards and centers of excellence Strategies Key Indicators Research expenditures and competitive ranking Develop innovative strategies to accelerate the efficient and effective transfer of knowledge for the public good Technology disclosures, licenses and startups 10

10. Strategies and Key Indicators: Outreach Dynamic Outreach and Service – Connect the University’s academic research and teaching as an engine of positive change for addressing society’s most complex challenges. Goal Promote and secure the advancement of the most challenged communities Longitudinal changes in communities where the University is actively engaged (in development) Build community partnerships that enhance the value and impact of the University’s research and teaching Active partnerships and assessments of impact (in development) Strategies Key Indicators Be a knowledge, information, and human capital resource for the betterment of the state, nation, and world Faculty, staff, and student engagement and community service (in development) 11

11. Strategies and Key Indicators: Faculty and Staff World-Class Faculty and Staff – Engage exceptional faculty and staff who are innovative, energetic, and dedicated to the highest standards of excellence. Goal Recruit and place talented and diverse faculty and staff to best meet organizational needs Quality of incoming faculty and staff Faculty and staff diversity Supervisor and departmental support satisfaction Key Indicators Mentor, develop, and train faculty and staff to optimize performance Employee training and development index (in development) Strategies Recognize and reward outstanding faculty and staff Faculty and staff salary and total compensation Faculty and staff awards and distinctions Engage and retain outstanding faculty and staff Employee engagement index 12 Employee retention index

12. Strategies and Key Indicators: Organization Outstanding Organization – Be responsible stewards of resources, focused on service, driven by performance, and known as the best among peers. Goal Bond rating: resources and leverage; liquidity and operating cushion Ensure the University’s financial strength Private giving and endowment Be responsible stewards of resources Carbon footprint Facilities Condition Needs Index (FCNI) Promote performance, process improvement, and effective practice External awards to units for performance, quality, and innovation (in development) Strategies Research proposals and awards Key Indicators Foster peer-leading research competitiveness, productivity, and impact Technology commercialization agreements Research space productivity Ensure a safe and secure environment for the University community Workplace injuries Crime and perceptions of safety 13 Faculty and staff satisfaction with support services Focus on quality service

13. Integrated Metrics Framework University-Wide U-Wide Goals U-Wide Strategies Unit-Level U-Wide Key Indicators Unit-Level Goals Unit-Level Strategies Unit-Level Measures 14

14. Example: OIT Balanced Scorecard University-Wide World-Class Faculty and Staff Engage and retain exceptional faculty and staff Unit-Level Maximize staff member contributions through engagement, growth, and development Employee Engagement Index (PULSE survey) OIT Employee Engagement OIT Climate Survey Results OIT Pulse Responses 15

15. Example: Undergraduate Education University-Wide Unit-Level Extraordinary Education Challenge, educate and graduate students Challenge, educate and graduate students Undergraduate retention, graduation and outcomes Graduation and retention rates Student learning outcomes First-year retention Placement of graduates Second-, third- and fourth-year progress toward degree Four-year graduation rates Structure of degree program requirements Effective curricular scheduling Quality of instruction 16

16. Example: Undergraduate Education Accountability Structure 17

17. Discussion Is this the right framework? • Do the principles accurately reflect the measurement and analysis needs of the University, the Board of Regents, and our stakeholders? • Do the articulated goals encompass the University of Minnesota’s mission and core capacities required to deliver on its mission? • Are the strategies articulated comprehensive enough to represent the scope of the University’s mission and functions? • Are the key indicators identified at the right level to support the Board of Regents in meeting its responsibilities? Questions? 18

18. Principles The University’s metrics framework must: • Use measures that reflect essential mission and support activities and are relevant, valid, reliable, adaptable, parsimonious and clear • Support University leadership in assessing progress and performance on agreed-upon goals, objectives, and strategies • Support data-driven decision-making and assessment • Be meaningful internally as a management tool for continuous improvement purposes and externally for accountability purposes • Be responsive to the governing policies of the Board of Regents 19