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Apples to Apples

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  • how many lower division undergraduate classes are taught by tenured/tenure-track faculty? compared across colleges compared across time compared across departments drill down to job code levels

Transcript

  • 1. Apples to… Oranges? Challenges and Successes in Delivering Strategic Management Information to Academic Leaders Presented by Kristi D. Fisher The University of Texas at Austin
  • 2. How Would You Answer?
    • What percentage of lower division undergraduate classes have been taught by tenured or tenure-track faculty members in each department in each college over the past five years?
    • What are the 4-, 5-, and 6-year graduation rates for each major in the College of Natural Sciences over the past five years?
  • 3. Data-Rich But Information-Starved?
    • Reliable transactional systems; weak reporting
    • Programmers required to extract and format information
    • Process to retrieve information can be time-intensive
    • Coded data requires interpretation
  • 4. Multiple Versions of the Truth
    • Definition of tenure
    • Organizational hierarchy
    • Discrepancies between data definitions, naming conventions, and business logic:
        • across information systems
        • between processing units
        • across colleges
        • … like comparing apples to oranges
  • 5. Our Answer…
    • Project IQ
  • 6. % Lower Division Classes by Tenure Status
  • 7. % Lower Division Classes by Tenure Status
  • 8. % Lower Division Classes by Instructor Rank
  • 9. Graduation Rates by Major
  • 10. Overview
    • Project IQ: Approach and Structure
    • Critical Success Factors
    • Challenges
    • ROI / Benefits
    • Demo
  • 11. The University of Texas at Austin…
    • 17 Colleges/Schools
    • $2 Billion Budget
    • $476 million in Research
    • 20,000 Faculty/Staff
    • 50,000+ Students
    • 13,000+ degrees awarded annually
  • 12. Project Information Quest
    • Project IQ is an enterprise-wide business intelligence initiative
    • that provides accurate and flexible analytical tools and management information
    • to support University leaders in making data-driven decisions .
  • 13. Project IQ
    • Gives University leaders the information they need in the way they want it …
      • Tools for reporting and analysis
      • Quick extraction of data without custom programming
      • Systematically updated data
      • Flexible formatting of data
      • Appropriate security
  • 14. Project Scope Research Info Faculty & PBIS info Student Info Financial Info Alumni/Donor Info Facilities Human Resources Info
  • 15. Project Structure
    • Oversight
      • Executive Sponsors
      • Steering Committee
      • Subcommittees of deans
      • Project Sponsors
      • Steward Committee
      • Project Charter
    • Technical Team
      • Central Core Team (13)
      • Steward IT Teams
      • Steward Business Analysts
    • Funding
      • Centrally Funded
        • Budget Council
        • VP Financial Affairs
      • Enterprise-Licensed
  • 16. UT’s B.I. Environment
    • Transactional Systems: ADABAS/Natural
    • ETL tools: IBM Data Stage; Treehouse tRelational / DPS
    • RDBMS : Oracle 9i/10g, SQL-Server
    • O/S : Sun Solaris RAC, IBM Z/OS, Windows 2003
    • BI tools: Cognos Powerplay 7.4, Impromptu 7.4, Cognos 8.2/8.3 (new)
    • Named User Accounts: 1,250
  • 17. How IQ Works
  • 18. Development Process
          • Determine Requirements
          • Identify Data Sources
          • Define Business Rules
          • Load Data
          • Validate and Cleanse
          • Develop Cubes and Reports
          • Validate and Cleanse
          • User (and Steward) Acceptance Testing
          • Develop Training Curriculum
          • Communicate to Campus
  • 19. Project Phases
    • Phase I:
      • Financials
      • Human Resources
      • Fee Billing
    • Phase II
      • Academic and Student-related Information
  • 20. Phase II – IQ/PBIS Academic Subject Areas
    • Course Enrollment / Planning
    • Teaching Assignments
    • Faculty Workload
    • Faculty Demographics
    • Student Demographics
    • Instructional Cost / Budgeting
    • Course Completions / Output / Evaluations
    • Progress to Degree / Degrees Awarded
    • Facilities Utilization / Planning
    • Admissions / Advising
  • 21. Why is Academic Data Different?
    • Rules are “softer” – more exceptions
    • Data relationships are more complex
    • No inherent hierarchy as with standard accounting practices
    • Target users/audience are not business people – they are faculty
  • 22. Project Approach
    • Collaboration is critical
    • Business/academic drivers, not IT
    • Grassroots approach
      • Focus on business questions that the colleges (i.e. Deans) want answered for decision-support
  • 23. Project Approach
    • One-on-one interviews with leaders
    • Inventory the business questions
    • Clarify, refine, and categorize business questions
    • Prioritize deliverables
    • Detailed analysis for each deliverable ( circle diagram sessions )
  • 24. Project Approach
    • Translate information requirements into cubes or reports
    • Document all business rules applied
    • Develop and deliver training
    • Communicate successes to campus
  • 25. IQ/PBIS
    • Information to Support the Performance Based Instruction System and …
            • Course and Instruction Planning
            • Enrollment Management
            • Bi-Annual Compacts
            • Accountability Systems
  • 26. IQ/PBIS Business Questions
    • What percent of our undergraduate courses are taught by professional faculty? By senior lecturers, visiting or clinical faculty, lecturers and specialists?
    • How many TA’s are needed? How are they being used? How many faculty do I have in each department that need TA support?
    • What programs does course “GOV 310" draw students from? What majors is this course serving?
    • How can we best utilize the space we have to offer enough classes? What percent of seats were taken for each course? Were room sizes commiserate with enrollment?
  • 27. IQ/PBIS Business Questions (cont.)
    • How do we effectively evaluate classes? Is there some correlation between evaluation results and class size, the use of technology, faculty rank, etc…?
    • What are our 4-year graduation rates? How do they change if we exclude special classes of students (such as those in 5-year programs)?
    • How can we best manage enrollment? What is the impact of readmissions? SCH in excess of requirements? Admissions under CAP?
    • What is our student/faculty ratio by student level?
    • etc…
  • 28. IQ/PBIS Subject Areas
    • Course Enrollment / Planning
    • Teaching Assignments
    • Faculty Workload
    • Faculty Demographics
    • Student Demographics
    • Instructional Cost / Budgeting
    • Course Completions / Output / Evaluations
    • Progress to Degree / Degrees Awarded
    • Facilities Utilization / Planning
    • Admissions / Advising
  • 29. IQ/PBIS Circle Diagram
  • 30. IQ/PBIS Translate to Cube
  • 31. IQ/PBIS Business Rules
    • Example of Business Rules (give handout)
  • 32. IQ/PBIS Training Materials
  • 33. Training Activities
    • DW 310 * – Intro. to Academic Info. (Course Enrollments)
    • DW 320 – Teaching Activities and Faculty Workload
    • DW325 – Faculty Demographics
    • DW 330 – Student Demographics
    • DW335** – FTIC (First Time in College) Graduation & Retention Rate
    • From November 1, 2005 to September 1, 2008:
    • Approx. 230 people have attended DW 310
    • Approx. 550 enrollment seats for all PBIS courses
    • 100+ formal classes taught plus approx. 40 one-on-one sessions
    • * DW 310 is a prerequisite for all other IQ / PBIS courses
    • **DW 330 is an additional prerequisite for DW335
  • 34. Business Dean - Question #1
  • 35. Answer: Seats Taken by Major
  • 36. Question #2
  • 37. Answer: Trend for ACC 311
  • 38. Question #3
  • 39. Answer: % Taught by TN/TT
  • 40. Answer: % Taught by TN/TT
  • 41. Analyze a Specific Class
  • 42. Class Profile Report
  • 43. Outcomes
  • 44. 12 th Day Teaching Activities
  • 45. Teaching Activities Detail Report
  • 46. Instructional Summary
  • 47. Critical Success Factors
    • Involve executive leaders
      • Under-promise, over-deliver
      • Provide accurate, complete data
      • Actively listen, establish trust
      • Deliver
  • 48. Methods of Engaging Campus Leaders
    • Incorporate project into established academic performance initiatives (Provost’s Office and Information Management):
        • Performance Based Instruction System
        • “ Compacts” (Performance Based Budgeting)
        • Faculty Workload Policy Review
        • Accountability Systems
        • SACS Accreditation
  • 49. Methods of Engaging Campus Leaders
    • Meet with appropriate deans groups
      • Academic Affairs Deans
      • Student Affairs Deans
      • University Business Officers
    • Meet with University Leadership Council (President, Provost, VP’s, Deans)
  • 50. Methods of Engaging Campus Leaders
    • Form volunteer subcommittees
      • self-select or hand-picked (Assoc or Asst. Deans)
      • meet periodically (e.g. every 2 weeks)
      • determine scope, priority
      • define business cases to tackle
      • clarify business definitions
      • assist in beta testing reports, cubes, and training
      • represent the project to colleges and campus
  • 51. Methods of Engaging Campus Leaders
    • Offer on-site and/or individualized training
    • Offer college information sessions
    • Establish dean’s office contacts
    • Provide “Frequently Needed ANSWERS”
  • 52. Frequently Needed ANSWERS
  • 53. Challenges
    • Dual majors and joint degrees
    • cross-listed class sections
    • Grade inflation factor/index
    • “ My” faculty?
    • Joint appointments…
    • Research award amounts vs. expenditures
    • Management data vs. THECB definitions
    • Momentum and PERSONNEL RESOURCES
  • 54. Customer Testimonials Marilyn Kameen - Senior Associate Dean, College of Education “This is a wonderful tool for analyzing longitudinal data by individual department and faculty.” Neal Armstrong - Vice Provost, Executive Vice President & Provost “ IQ gives us incredible insight into the University’s academic operations.” Arthur McDonald – Coordinator & Director of the HUB program, Financial Affairs “A quick turn-around was needed and I was able to produce the report in a matter of minutes (with IQ).”
  • 55. ROI: College of Engineering “ I was able to put together the financial part of our college’s 6 year accreditation survey in 1 ½ days with our Cognos cube, as opposed to several months the last accreditation cycle. And I was able to give our dean a special report that he needed on the spot (in 15 minutes) just the other day.” Cindy Brown, Assistant Dean, College of Engineering
  • 56. ROI: More Time for Decisions Data Gathering Analyze & Interpret Consider Options Consider Options Information Gathering Analyze BEFORE AFTER
  • 57. ROI: New Enterprise Metrics / Grade Inflation
  • 58. Other Academic ROI
    • Also created cubes and reports to assist executive officers with:
      • SACS - Faculty Credentialing
      • Legislative Inquiries into Faculty Workload
      • Formula Funding Analysis
      • NSF/NRC Survey
      • Task Force on Enrollment Strategy
      • Tenure Track Progression
      • Gender Equity Task Force
      • Affordability Initiatives
  • 59. Other Benefits
    • Apples to Apples –
    • “ Single Version of the Truth”
      • Common definitions (headcount, tenure, grade inflation)
      • Process streamlining and coordination
      • Improved data quality (source system and warehouse)
        • person identifier updates cross-walked between OIR,HR, faculty and student databases
        • common definition of graduate “discipline” between units
        • Identification of authoritative source systems for key data elements when they are redundantly occurring across systems
  • 60.
    • DEMO
  • 61.
    • SCREEN SHOTS
  • 62. Project IQ / PBIS Demo #1 – Majors in Classes
  • 63. All Seats Taken by Majors
  • 64. Filter on Your College, Department, or Course ID Filter on College or Dept.
  • 65. Answer for Communication
  • 66. Project IQ / PBIS Demo #2 – Sections Offered
  • 67. Change Measure
  • 68. Drill Down on Communication Click on college
  • 69. Drill Down on Advertising Click on department Then click on subject area
  • 70. Select ADV 344K Select course
  • 71. Select “Line Graph” Chart Button
  • 72. Trend for ADV 344K
  • 73. Project IQ / PBIS Demo #3 – Faculty Workload
  • 74. Teaching Load Credits by Category
  • 75. Average TLC’s Per FTE
  • 76. Individual Teaching Activities
  • 77. Reports – Teaching Activities
  • 78. Reports – Class Profile
  • 79. Questions? Kristi Fisher (512) 471-3833 [email_address]