How Nothing Matters Much Unless Quality Matters a Lot

1. Q How Nothing Matters Much Unless Quality Matters a Lot

2. OR

5. Academically adroit At

6. My Losing Battle 1980 “Quality is a noun, not an adjective. You can have a program of high quality, but you can’t have a ‘quality program.’”

7. My Losing Battle 1980 “Quality is a noun, not an adjective. You can have a program of high quality, but you can’t have a ‘quality program.’” 1990 Quality Circle Quality Management Quality Time Quality Control Quality Assurance

8. What better authority? • “The [Washington] Post is a quality newspaper.” (1917) Washington Post • “Britain’s biggest selling daily quality paper” Guardian (2006)

9. Winning by Losing 2000 “Let’s develop a quality curriculum.”

11. Qualiflower

13. QUALIBEAR

15. A QUALA BEVERAGE

16. YOUR TURN Off the top of your head, what does exceptional quality in higher education look like?

17. YOUR TURN Off the top of your head, what does exceptional quality in higher education look like? An image

18. YOUR TURN Off the top of your head, what does exceptional quality in higher education look like? An image An individual

19. YOUR TURN Off the top of your head, what does exceptional quality in higher education look like? An image An individual An experience

20. YOUR TURN Off the top of your head, what does exceptional quality in higher education look like? An image An individual An experience A principle

21. Any qualms so far?

22. So—is there an issue?

23. Changing contexts in higher education

24. At SDSU, you’re getting there faster

25. College Students YESTERDAY • College populations: men (and a few “coeds”) from well-to-do families • Traditional age: 18-22 • Residential predominantly • Usually a commitment to a single institution • Very limited diversity

26. College Students YESTERDAY TODAY More women than men Many non-traditional students Older More responsibilities Often part-time Usually commuting Often highly mobile Increasing diversity • College populations: men (and a few “coeds”) from well-to-do families • Traditional age: 18-22 • Residential predominantly • Usually a commitment to a single institution • Very limited diversity

27. College Students TOMORROW • Even fewertraditional (18-22) students • More students of color (by 2020, 46%) • Morelow income students • Morefirst-generation college students • More nonnative students for whom English is a second language • More mobile students, with less institutional loyalty • More part-time students • More students studying through distance education

28. Our Competition • Continued growth in for-profit academic competitors • Expansion of (narrowly) career-focused competitors • Sustained increase in online learning • Students choosing online learning instead of • Students choosing online learning in addition to • Introduction of surrogate credentials

29. And now, MOOCs . . . Perhaps the most rapidly developing and far reaching change in the higher education landscape is the emergence of online courses, open (so far) to all, without (so far) tuition charges or credit. They are usually taught by a world-renowned expert in a field to tens of thousands of students of all ages and nationalities.  –W. Robert Connor, November 27, 2012

30. Perhaps worth keeping in mind . . . .

31. Higher Employer Expectations • 91% are “asking employees to take on more responsibilities and to use a broader set of skills than in the past” • 90% say that their “employees are expected to work harder to coordinate with other departments than in the past.” • 88% say that “the challenges their employees face are more complex than they were in the past.” • 88% agree that “to succeed in their companies, employees need higher levels of learning and knowledge than they did in the past” “Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn” (AAC&U and Hart Research Associates, 2010)

32. YOUR TURN Are there other internal factors influencing the direction of undergraduate and graduate education at SDSU? E.g. Better (or worse) preparedness of entering students? Better (or worse) student motivation? More (or less) narrow pragmatism?

33. Changing contexts for curricular discussions

34. Same Coin, Two Sides

35. Applied Curricula Should Be More Liberal “I hear frequently from technical schools . . . that their students need a broader and more multi-faceted education.” • Carol Geary SchneiderPresident, AAC&U, November 28, 2012

36. Liberal Curricula Should Be More Applied “The drumbeat to bring applied learning into the liberal arts degrees grows ever louder.” • Carol Geary SchneiderPresident, AAC&U, November 28, 2012

37. Other contexts Having to do more with less? Legislative mandates? Changes in accreditation?

38. YOUR TURN Are there other externalfactors influencing the direction of undergraduate and graduate education at SDSU?

39. WHAT’S HAPPENING? There’s a lot going on in the effort to respond to internal and external contexts for change

40. WHAT’S HAPPENING? There’s a lot going on in the effort to respond to internal and external contexts for change • AAC&U’s Essential Learning Outcomes

41. WHAT’S HAPPENING? There’s a lot going on in the effort to respond to internal and external contexts for change • AAC&U’s Essential Learning Outcomes • The “Tuning” Process

42. WHAT’S HAPPENING? There’s a lot going on in the effort to respond to internal and external contexts for change • AAC&U’s Essential Learning Outcomes • The “Tuning” Process • System reforms and initiatives

43. WHAT’S HAPPENING? There’s a lot going on in the effort to respond to internal and external contexts for change • AAC&U’s Essential Learning Outcomes • The “Tuning” Process • System reforms and initiatives • Changes in accreditation

44. WHAT’S HAPPENING? There’s a lot going on in the effort to respond to internal and external contexts for change • AAC&U’s Essential Learning Outcomes • The “Tuning” Process • System reforms and initiatives • Changes in accreditation • Heightened emphasis on assessment

45. WHAT’S HAPPENING? There’s a lot going on in the effort to respond to internal and external contexts for change • AAC&U’s Essential Learning Outcomes • The “Tuning” Process • System reforms and initiatives • Changes in accreditation • Heightened emphasis on assessment • And the Degree Qualifications Profile

46. Is there ANYTHINGthat ties EVERYTHINGtogether?

48. A commitment to quality

49. So . . . The DQP?

50. It’s not A Dairy Queen Parfait