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Fm commission final presentation report toronto 041111_revised

Fm commission final presentation report toronto 041111_revised






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  • It became evident several years ago that the F&M Commission was uniquely positioned within UPCEA to forecast the future of higher education in general and of CE in particular. Forecasting the future of HE has become all to critical given the current landscape. As such, the Commission took on a research agenda to a) identify emerging or future trends; b) ask questions regarding the implications of such trends (i.e., for higher education, CE, and the association); and (c) develop a range of informed, strategic responses to such trends. Note: Be sure to do business card collection, survey distribution via blog/online portal 
  • Note: Be sure to do business card collection, survey distribution via blog/online portal 
  • It became evident several years ago that the F&M Commission was uniquely positioned within UPCEA to forecast the future of higher education in general and of CE in particular. Forecasting the future of HE has become all to critical given the current landscape. As such, the Commission took on a research agenda to a) identify emerging or future trends; b) ask questions regarding the implications of such trends (i.e., for higher education, CE, and the association); and (c) develop a range of informed, strategic responses to such trends.
  • We started with a conversation among commissioners about trends that are bringing about the realignment of CE, the re-envisioning of our educational programs (certificates, seminars, both credit and non-credit programs). That conversation produced 18 or so trend areas from life long learning for senior adults to energy and sustainability credentials in global settings. When we looked across these areas we discovered that they fit pretty neatly into 3 categories. Hence, the study we’re discussing today include the 3 categories and serve as overarching pillars for which to build on our research. In addition we also explored best practices that came in the form of case studies provided to us by FAM commissioners.
  • We wish it were possible to predict the full scope and impact of domestic and international trends, developments, and happenings into the next century. Unfortunately, no one, given the rapidity and scope of change, could anticipate all the changes in the coming decade. However, there are signposts worth reading. Burgeoning technology, communications and business will greatly impact global education. So, too, will environmental threats, space exploration, population, poverty, finite resources, war, and peace.
  • Another trend that has both a positive and negative side is the fact that womennow comprise nearly 60 percent of postsecondary enrollment. This is a majorreversal from the enrollment patterns of just a few decades ago and is clear evidencethat women have become successful in gaining access to higher education. But theflip side is the discouraging fact that men are dropping out of the education systemin large numbers. This inequality is particularly pronounced for African Americanand Hispanic students. For example, only 26 percent of African American menbetween the ages of 18 and 24 are enrolled in higher education, compared with 36percent of African American women.
  • Collectively, we agreed that the best way to convey the significance of the 3 themes was to inform UPCEA membership about what we were doing at our specific institutions. More importantly, we wanted to share these with the membership and solicit feedback from our regional and national institutions. We toyed with several approaches knowing that there was not a good platform for communicating our experience within UPCEA ( UCEA Connect had been disbanded). Knowing that this would impact our ability to get information desiminated we looked at other options. In addition, we created a survey that could be shared with other institutions regardless of whether they were an active UPCEA member.
  • The case studies represent a very good cross section of institutions across the domestic U.S. In addition the topics vary greatly. These are available on our blog which we will demo for you in a few minutes. We would invite you to go to the blog and review these and then submit your own case study for posting and dissemination to the membership. I would envision that these can be collected and produced into a future publication and/or represented on future panel discussions in UPCEA.
  • Digress here and tell you that we became cognizant as the case studies appeared that we did not have a library in which to store them nor a mechanism for dissemination. This become a very contentious point in the conversation among the commissioners. We were also cognizant that there were other areas of CE needing our attention to include marketing, budgeting and finance. We have solicited our 3 other commission leaders to assist us with this effort.
  • Institutional Survey included questions that related to each of the 3 thematic areas and reflected prior discussions during the 3x5 card exercise.Community College - 16 – itemDemographic Change – 8 itemWorkforce & Economic Development – 12 itemOther - 2 item
  • Changing demographics is not simply an issue for enrollment managers—andenrollment managers cannot “do magic” to perpetuate the status quo. Trustees,presidents, deans, faculty, and other administrators need to engage in some seriousstrategic planning to project manageable goals, not only from the institution’sperspective, but also from the perspective of providing access and opportunity tothis new group of students. These are just some of the questions that institutionsmight need to address:• Are there any curricular changes that should be considered?• Is our faculty prepared to teach students who have different academic andpersonal backgrounds from current students?• If more “at-risk” students are anticipated, are there any changes that mighthelp ensure college completion?• Does the campus (particularly the faculty and administrators) resemble inany way the composition of future student bodies?• Does the institution want to intentionally target new groups of students orwill it simply adapt to changes as they occur?• What are the financial resources (including financial aid) necessary tomeet the institution’s enrollment goals? AbstractCollege Board 2005
  • 10 workplace trends for 2010December 29th, 2009 11:50 am ET As part of its 2010 Job Forecast, CareerBuilder surveyed more than 2,700 hiring managers and human resource professionals nationwide across industries. The result? Companies are looking to the future and making up for lost ground caused by the recession. The following are 10 trends for 2010:  Trends in workforce size and composition and in the pace of technological change and economic globalization will have implications for the future of work. Employees will work in more decentralized, specialized firms; slower labor growth will encourage employers to recruit groups with relatively low labor force participation; greater emphasis will be placed on retraining and lifelong learning; and future productivity growth will support higher wages and may affect the wage distribution. Given this, some policies may need to be reexaminedhttp://www.rand.org/pubs/research_briefs/RB5070/index1.htmlReplace low performing employees2. Emphasis on social media to strengthen brand. 3. Rehiring laid-off workers.4. Flexible work arrangements.5. Cutting perks and benefits. 6. Rehiring retirees and postponing retirement. 7. Freelance or contract hiring..8. Green jobs..9. Bilingual recruitment.10. Business travel.
  • Turn over to Ted Rockwell
  • So the Survey can be found in Google Docs here https://spreadsheets.google.com/ccc?key=0AlhZwfE9leN4dFN2Y1JUemZ6NE9lOXBMSXhPWEkxRlE&hl=en&authkey=CJu2pfsF#gid=0
  • Introduce panel members
  • Introduce facilitators and talking points

Fm commission final presentation report toronto 041111_revised Fm commission final presentation report toronto 041111_revised Presentation Transcript

  • UPCEAFutures&MarketsCommission
    Innovation and Impact:Shaping Our Value Through Trend Analysis
    Toronto, Canada
    April 7, 2011
    Linda L. Glessner, Ph.D.Ted Rockwell, Ph. D.
  • Agenda
    8:40 – 9:00 FAM Overview and research (Speakers: Linda Glessner, UT-Austin and Ted Rockwell – University of Colorado-Boulder)
    9:00 – 9:20 Case study testimonials
    (Panel members: Kathy Davis, Alvernia University; Pat Butler- Lofman, University of Connecticut; Melinda Sinn, Kansas State University
    9:20 – 9:50 “Table Talk” - Community College, Demographic Trends and Economic & Workforce Development. 
    (Facilitators: Janet Gifford, Kathy Davis, Pat Butler-Lofman, FAM Commissioners)
    9:50 – 10:00 Wrap-up – Next Steps on Research  
  • FAM Strategic Pillars
    Serve as Association’s think tank for trends in higher education and CE, in particular. Trends will help us to better understand future challenges and opportunities.
    Helping the CoPs reach their full potential.
    Disseminate our work and the work of the CoPs broadly throughout the Association.
  • Think Tank Exercises 2009-2010
    3x5 card outcomes
    CE: Realign/recalibrate
    Understand the needs of new and changing markets
    Identify 3 research themes for investigation
    Community College
    Demographic Shifts
    Workforce and Economic Development
    Explored best practices through case study submissions
  • Review of the LiteratureTrends
    By 2050 US Census Bureau projects US population will increase by 45% over 2008 figures.
    Minorities (foreign-born) are expected to make up 1/3 of the US population by 2042. Many will need ESL training.
    Community Colleges have become key competitors in regional markets. Enrollments are up (71% response), online courses thrive (93% response), increased competition from for-profit colleges (57% response) and pressure from state to develop collaborations with other institutions (73% response).
    14 states have authorized community colleges to offer Bachelor’s (Miami-Dade College, Northern New Mexico, St. Petersburg).
    Beginning 1/1/11, 10,000 baby boomers will turn 65 each day (Facebook’s fastest growing group), 44% want ongoing education,
    1 in 5 will be age 65 by 2030 and half will stay in workforce.
    Pearson, 2009; U.S. News & World Report, 2010; World Futures Society, 2009
  • Trends
    US will lead the way on aging issues (health care, social security). Other countries will follow.
    Wealth of productive society increases options (youth training, retraining of aging, career transition).
    Service economy will grow and have no global boundaries. 24 million work in the 24/7 culture.
    Single parents, childless couples, shared households will increase.
    The next generation of college students will be living wherever they want and taking many (if not all) of their courses online.
    Individuals focusing on personal investment of high intellectual capital/high skill.
    Pearson, 2009; Dew, J. 2010; U.S. News & World Report, 2010; World Futures Society, 2009
  • Research Objectives
    Develop institutional case studies and share with membership.
    Create a thematic survey and conduct interviews (phone and email) with regional institutions.
    Research social media for dissemination of information to membership.
  • I. Institutional Case StudyOutcomes
    10 case studies submitted and shared
    Alvernia University (Community partnership)
    University of Missouri-Columbia (Ext. Div. online)
    University of Southern Maine (Restructuring )
    University of Texas –Austin (SWOT alignment)
    University of Connecticut (Seed funded partnership)
    Eastern Michigan University (HS/Early College)
    Kansas State University (2+2 Community College)
    University of Houston (Community College)
    University of Wisconsin (Online degree/partnership)
    Linfield College (Online degrees/marketing)
  • Next StepsInstitutional Case Studies
    Build library of case studies.
    Solicit for additional studies in marketing, budgeting and finance.
    Identify format for sharing studies (CEpedia, Google docs, UPCEA blogs, online toolkit).
  • II. Institutional SurveyOutcomes
    Survey screen shot here
  • II. Survey/Interviews
    17 universities* responded to survey
    University of Wisconsin System
    University of Illinois
    University of Missouri-Columbia
    University of Houston
    Weber State University
    University of Texas – Austin
    Southern Methodist University
    Texas Tech University
    Rice University
    University of New Mexico
    Kansas State University
    Represents a cross-section of public and private institutions nationally
  • II. Survey/Interviews
    University of Connecticut
    University of Rhode Island
    University of Massachusetts
    University of North Carolina-Greensboro
    Oregon State University
    Linfield College
    Represents a cross-section of public and private institutions nationally
  • ResponsesCommunity Colleges 16-item survey
    15 out of 17 institutions have articulation or loosely structured engagement agreements with community colleges.
    Online courses/modules prevail.
    Non-credit tailored to industry needs:
    Digital Arts/Technology
    Not a great deal of alignment and synergy in dedicated management, faculty instructors and marketing.
    10 out of 17 institutions have dual/transfer credit options.
    Prices are frozen with highly competitive for-profits in region.
  • ResponsesDemographic Shifts8-item survey
    Institutions recognize shifts to foreign born and baby boomers.
    Responsibility for addressing this issue is fairly well spread across campus. Everyone is a stakeholder but not formalized.
    Good leveraging of CE credentials, stackable courses.
    Additional time, money and staff to address the needs.
    Students restricted in today’s economy by money, time, distance. Full time high school enrollments dropping whereas part time enrollments of students age 24-40 increasing participation in HE studies and CE.
    Many students need ESL training and online options.
    Unemployment is causing students to drive in or get access from greater distances.
    Larger percentage of women and minorities attending courses.
    Marketing materials and approach reflect service to multiple and diverse audiences.
  • ResponsesEconomic & Workforce Development12-item survey
    Institutions identified “critical need” fields of focus– biotech, energy, healthcare, non-profit leadership, human resources.
    Provider of customized solutions in professional development training.
    More interdisciplinary certificates – executive-level.
    Low-level relationship with WIBS/Chambers and very little alignment.
    No funding from stimulus or federal grants.
    Institutes and endowments set up in academic units.
    Institutions are required to expand enrollments but restrict teaching positions.
    CE units are temporary partner or advisor to community colleges.
    Definition of “green jobs” is not clear and no timeline exists for expected job placement.
  • Next StepsInstitutional Surveys
    Expand interviews to other institutions.
    Identify best practices through comparative analysis across regions/case studies to detect emerging trends.
    Discuss findings and opportunities with COP’s and Commissions.
    Identify expert practitioners as resource mentors.
    Create white paper on conference proceedings.
    Upload information on UPCEA media platforms.
  • III. Social Media Dissemination
     Why did we choose a blog and Google Docs?
    Need to share information
    Ease of use
    Open Source
    Accessible by anyone, anywhere
  • UPCEA Blogs
    Futures and Markets Blog
    Learning, Instruction and Technology Blog
    Leadership and Management Blog
    International Affairs Blog
    CoP Council Blog
  • Blog Spot
  • Google Docs
    Google Docs
    Created to allow for easy sharing and storage of documents by Commissioners and CoPs.
  • Google Docs
  • Case Study Testimonials
    Panel members:
    Kathy Davis, Alvernia University
    Pat Butler-Lofman, University of Connecticut
    Melinda Sinn, Kansas State University
  • Table Talk Community College, Demographic Trends and Economic & Workforce Development 
    Janet Gifford, Linfield College Kathy Davis, Alvernia College Pat Butler-Lofman, University of Connecticut
    * FAM Commissioners
  • Closing Thoughts