DISCUSSION: The 2011 Report is the first annual report of the HigherEdUtah2020 Plan. Last year’s report, the 2010 Report, was a “case statement” document that laid the foundation to the reasons why Utah must attain its “Big Goal” to have 66% of Utahns 25 years of age and older with a post-secondary degree or certificate (a credential) by the year 2020. The Utah State Board of Regents is committed to producing an annual planning report to mark Utah’s progress towards achieving the Big Goal. In the future, these annual reports will be produced on the state’s academic and fiscal year of July 1 through June 30.
NOTE: the shading on this slide is animated. View the slide in the “Slide Show” mode to understand how the animation helps focus the discussion related to this slide. The animation is activated by clicking the mouse one extra time.DISCUSSION:This presentation follows the Table of Contents of the 2011 Report. First, we will discuss the Introduction: Big Goal section, which is a brief recap and summary of the 2010 Report’s case statement.
DISCUSSION: This is the most significant and important slide and information of this presentation. This slide summarizes the Big Goal per recommended credential type (certificates to degrees) to ensure Utah’s future economic and community prosperity. The numbers in brown are the goal numbers and those in green are the current status numbers. The credential types with the largest need for growth are certificates and bachelor’s degrees. As more people earn a bachelor’s degree, it will free up opportunities for individuals with a certificate to find meaningful and more lucrative employment. The future strength of our economy depends upon a diversified and appropriately skilled and trained work force at all levels.
DISCUSSION: This slide is the second most important slide in this presentation. It illustrates the average annual income of Utahns per credential type (green bars) correlated with the estimated probability of unemployment (red line). Additionally, this slide shows the average amount of taxes paid per credential type based upon the average annual wage.
DISCUSSION: Building upon the average amount of taxes paid per credential type, this slide shows that Utahns with a bachelor’s degree pay the highest percentage of taxes compared to Utahns with less than a bachelor’s degree. Individual with no post-secondary education are the biggest bleed on the services paid for through taxes. It is less likely for a person to enter the middle class (the population that pays the largest portion of taxes) with only a high school degree than ever before in our country given the demands and expectations of the current global/knowledge-based economy. In order to lighten the tax burden upon the middle class, we must help more Utahns attain post-secondary credentialing.
DISCUSSION: The three imperatives that must be addressed and met in order for Utah to reach it’s Big Goal is toIncrease student participation (access) in higher education,Increase student completion (retention) in their chose field of study or training (credential type), andIncrease economic innovation and development (growing jobs for our graduates to be hired in and aligning the talent output with current and future workforce demands and opportunities).The following three slides illustrate “Key Metrics” we are measuring related to the three imparatives.
DISCUSSION: This slide is the key metric for PARTICIPATION. It illustrates the “actual” enrollment numbers to the enrollment numbers “needed” to reach the Big Goal of 66%. This slide does not calculate certificate award recipients; only those who have earned an associate’s degree or higher. The 55% target was identified in the 2010 Report—it is consistent with the 66% Big Goal once certificate holders are accounted for.In 2010 USHE experienced a surge in enrollments, which was tempered in 2011. Nonetheless, USHE is trending higher than the needed projection to attain the 66% Big Goal. However, USHE needs to build its capacity physically and technologically if it is to accommodate the estimated 109,000 more students needed to enroll to attain the Big Goal. However, that assumes all other variable (i.e., retention and completion rates) stay constant.
DISCUSSION: This slide is the key metric for COMPLETION. Attaining the 66% Big Goal is not a one dimensional issue; it is multi dimensional. As USHE institutions increase their retention rates, which lead to increased completion rates, then there is less demand to expand capacity to accommodate more students. For example, if USHE institutions on the whole can increase their completion rates by 8% by the year 2020, the total number of additional students needed above the natural attrition rate is cut in half. The projected increase in enrollments as of 2010, assuming 2010 retention and completion rates are held constant, was projected to be an increase of 33,000 more students, which is 76,000 student short of attaining the 66% Big Goal. However, if completion rates are improved by 8%, then the gap is decreased by 38,000 students needed to attain the Big Goal.
DISCUSSION: Of significant note is the number of startup companies that have spun out of our colleges and universities; especially out of the University of Utah, which is leading the nation in technology transfer (company spin offs from research). Since the establishment of USTAR (Utah’s Science Technology and Research initiative) in 2006, the number of company startups has surged—creating more internships and jobs for our students and graduates. Other economic innovation and development initiatives, like the Utah Cluster Acceleration Partnership (UCAP) initiative, also help “accelerate” our state economy to ensure our future prosperity.
NOTE: This slide is animated. When in the slide show the shaded area shifts downward to show progress through the presentation and introduces the next section of the 2011 Report.DISCUSSION: The “Action Plan” of the report is the section that details the various initiatives that USHE is currently driving and acting upon as well as noting future initiatives that have been identified to engage when administrative and resource capacity allows.
DISCUSSION: In the 2010 Report, 52 recommendations were made; 27 of which were noted as a higher priority and interest to the Board of Regents. Given the difficulty to refer to a particular recommendation by number and have the general public understand what it meant, the decision was made to refer to the recommendations by initiative name; thus, helping people understand the issue behind the number. It was also noted that many of the 2010 recommendation had significant overlap or where addressed in a common initiative. So, the 2011 Report captures the 2010 recommendation and reports them as part of the “Action Plan” initiatives of the 2011 Report.
DISCUSSION: These are the current initiatives USHE has been actively working on per the three imperatives during 2011. With the limited resources of USHE and its institutions, the Board of Regents and institutional presidents have had to priorities their resources to effectively manage these numerous initiatives. Historically, the higher education community at large has focused on participation-type initiatives (as evidenced on this slide). However, without compromising the good efforts made in participation, higher education is now beginning to focus more on completion strategies and initiatives to grow the number of people with completed post-secondary credentials. Look for the list of “completion” initiatives to grow over the next few years; otherwise, the global/knowledge-based economy will move beyond Utah if it cannot produce an appropriately credentialed workforce.
DISCUSSION: These are future initiatives identified to engage in the near future, if not during 2012. Some initiatives have begun (e.g., Technology-Intensive Concurrent and CTE Courses and programs) and will be accounted for in the 2012 Report. Other initiatives may not begin or may take on an different approach as the available resources or surrounding circumstances change. The planning process is dynamic and ever evolving.
NOTE: This slide is animated. When in the slide show the shaded area shifts downward to show progress through the presentation and introduces the next section of the 2011 Report.DISCUSSION: The next section of the 2011 Report discusses ideas around building Utah’s higher education network.
DISCUSSION: In order to accomplish Utah’s big goal, USHE recognizes its responsibility to provide the largest share of degree/certificate attainment. However, accomplishing the 66% goal will not be possible without a joint effort of USHE, UCAT, private for-profit, and private not-for-profit schools. USHE educates approximately 70% of all first time degree/ certificate seeking undergraduate students. Accredited private for-profit institutions, such as University of Phoenix and Rocky Mountain University of Health Professions, are educating 14%; private not-for-profit schools, like BYU and Western Governors University, educate 8%; and UCAT is educating the remaining 8% (see Figure 15). A diverse offering of higher education institutions is a valuable component of any state’s higher education system and economy. Currently, the Office of the Commissioner of Higher Education is working to develop a network of schools committed to meeting the state’s goal through strengthened transferability between USHE and other institutions of higher education, and through public advocacy for the importance of higher education.
DISCUSSION: Admittedly, there are concerns with USHE about partnering or increased efforts to coordinate with the private for-profit higher education institutions. However, the private for-profit institutions are here to stay and playing a significant role in educating and training Utahns in their chosen field of study or training. Therefore, the Office of the Commissioner for Higher Education in partnership with the Governor’s Office are engaging the private for-profit institutions in discussions to improve communication and coordinate towards the common interest to help the state attain the 66% goal. A significant point in this discussion with be the for-profits’ participation in the Utah Data Alliance (UDA) that captures and reports data related to student success from kindergarten through post-secondary education and beyond into the workforce.Already the collaboration in support of the 66% goal and the various initiatives USHE has employed to that end have grown significantly. The chambers of commerce organizations from across the state have joined to establish the “Prosperity 2020” movement, which is dedicated to educating the public and legislature about the absolute needs to fund educational initiatives that will lead to a prosperous future for Utah. In addition to Prosperity 2020, Utah has aligned with Complete College America and the National Governors Association’s “Complete to Compete” initiatives to improve student retention and completion strategies and rates.The quality of the educational experiences we provide our students at all levels is of paramount importance. Aligning degree and program curricula and training (Tuning) is equally important if Utah is to continue to produce appropriately educated and skilled workforce able to compete in a global economy. With a growing population that needs to access higher education, Utah higher education institutions are ever-improving their course offerings through the use of technology to increase access and enhance the learning experience. But, technology will never completely replace the need for buildings—space for students and faculty to interact– as part of the learning experience; thus, the need to add to and improve existing building will persist. That said, technology will afford institutions great levels of efficiency and effectiveness in meeting the educational needs of today’s and tomorrow’s students.
NOTE: This slide is animated. When in the slide show the shaded area shifts downward to show progress through the presentation and introduces the next section of the 2011 Report.DISCUSSION: The next section of the 2011 Report provides institutional updates from the eight USHE institutions regarding their prioritized initiatives aimed at helping the state attain its “big goal” and relative to their distinctive institutional mission and role within Utah’s system and network of higher education institutions.
DISCUSSION: USHE is comprised of eight great institutions of higher education; each with its own distinctive mission and role within the state’s system and network of higher education institutions. Utah is fortunate to have a culture of collaboration that allows these very different, but complimentary institutions that have come together in support of the statewide 66% goal. Due to the distinctive nature (mission and role) of these eight USHE institutions, each institution determined what initiatives within the 2020 Plan it would be focusing with an aim towards the 66% goal. While the Regents helped establish the “big goal,” the institutions have determined which initiatives they will first focus on in support of that goal.
DISCUSSION: Over the course of this year (2012), the Office of the Commissioner for Higher Education will be revamping its website to ensure easy access to all annual planning reports and supporting data. Nonetheless, go to HigherEdUtah2020.org to download your copy of the 2010 and 2011 Report.The planning cycle of these annual reports is shifting from a calendar year cycle to an academic/fiscal year cycle (July 1 – June 30). This change will better enable the campus planning process to be aligned with the budgeting process and cycle. These annual reports will be printed and published on the website prior to each legislative session.
DISCUSSION: Utah Scholars (USI)—The Utah Scholars Initiative is a high impact program intended to motivate students to complete a defined course of study in high school. As one of its key goals, the USI helps students, particularly minority and disadvantaged students, understand the academic preparation needed for success in postsecondary education and the workforce. The USI brings volunteer leaders from business, the community, and higher education into middle and junior high school classrooms. They discuss with students the benefits of working hard in school and continuing their educational training beyond high school graduation. Since the program began in 2007, the USI has reached over 55,400 students, with that number growing each year.
DISCUSSION:Regents’ Scholarship—The Regents’ Scholarship is designed to incentivize high school students to take a rigorous course of study during high school in order to be better prepared for college-level academics. The Regents’ Scholarship is comprised of three awards: the Base award, the Exemplary Academic Achievement (EAA) award, and the Utah Educational Savings Plan (UESP) supplemental award. A student must first meet the requirements for the Base award in order to be considered for either the EAA or the UESP award. Students’ qualifications are based on their grades in core courses, GPA, and ACT scores, as well their participation in the UESP program. Figure 8 shows the increase in the number of awards granted from 2008 to 2011.
DISCUSSION:UtahFutures.org— UtahFutures.org, the state’s education and career planning website, celebrated its second birthday this year. Some 400,0000 students and job seekers are using UtahFutures.org as a one-stop shop to organize training, education and career information online. In September alone, the site had more than 4 million page hits, representing more than 91,000 user sessions (see Figure 9). The site’s promise to all customers is that the best way to predict the future is to plan it. Utah high school students constitute the majority of users; some 274,000 or more students are using the site regularly (see Figure 10).
DISCUSSION:Utah Centennial Opportunity Program for Education (UCOPE) / Success Stipends—UCOPE was created in 1996 and is designed to provide financially needy Utah residents attending Utah schools with additional grant and work assistance. The 2011 Legislature approved legislation that will transition UCOPE to the Higher Education Success Stipend Program in 2011-2012. Success Stipends is targeted to help students who would not otherwise be able to afford postsecondary education. In order to reach the big goal, this program will be used to increase student participation while reducing the amount of debt these students incur. Need-based aid is funded by the legislature and the governor and increased sharply from 2006 to 2008. During the recent budget cuts, however, the number of awards and the total amount dispersed has declined (see Figures 11 and 12 respectively). According to NASSGAP research, by all measures of awards and funding granted, Utah consistently ranked in the lowest 10% of states in the U.S. during the 2009-2010 year.11 For instance, Utah ranked 48th of 52 in grant dollars per estimated state population; Utah ranked 50th of 52 in estimated number of awards per enrollment.
DISCUSSION:Utah Cluster Acceleration Partnership (UCAP)— Utah’s economic prosperity directly correlates to the success of its targeted economic clusters, which have a focus along the Wasatch Front. Clusters are groups of related business and companies within an industry whose collective excellence, collaboration, and knowledge provide a sustainable competitive advantage (see Figure 13). The synergy of clusters helps generate wealth and jobs that accelerate the state’s economy. For example, Utah’s life science cluster generates 2.65 non-life science jobs for every one life science job. This multiplier of wealth is the reason Utah’s colleges and universities must act as a catalyst to focus people, ideas and resources on the clusters as the greatest opportunities for success. Outside of the Wasatch Front, the targeted economic clusters are more dispersed and not as impactful. In these more regional and rural economies, Utah’s colleges and universities are among the only assets that can drive economic growth and regional prosperity. Current efforts in the areas of small business and entrepreneurial development should increase the rate and success of business ventures (see Figure 13). The UCAP initiative seeks to accelerate growth in both the high-impact economic clusters and regional economies. This two-pronged approach aligns with Governor Herbert’s economic development goals to (1) strengthen and grow existing Utah business, both urban and rural, (2) increase innovation, entrepreneurship, and investment, and (3) prioritize education to develop the workforce of the future.13 In 2011, the UCAP initiative expanded and matured as an impactful public-private initiative. Expanding from the initial three pilot projects in aerospace, digital media, and energy, UCAP now supports projects at every USHE institution. 2011 cluster projects included life science, health care, and entrepreneurial development. Snow College, Dixie State College, Southern Utah University, and Utah State University – College of Eastern Utah also completed regional stewardship audits to determine how best to leverage the resources of higher education to accelerate economic growth within their service regions. Through 2012, UCAP will continue to focus the efforts of Utah’s colleges and universities towards the areas of greatest opportunity for wealth generation.
DISCUSSION:Utah Science Technology and Research (USTAR)— The Utah Science Technology and Research initiative (USTAR) focuses on leveraging the proven success of Utah’s research universities in creating and commercializing innovative technologies to generate more technology-based startup firms, higher paying jobs, and an expansion of Utah’s tax base. The March 2006 legislation that created USTAR provides funding to: • Recruit top-level researchers • Build state-of-the-art interdisciplinary research and development facilities • Form science, innovation, and commercialization teams across the state. In five years of operation, USTAR has hit significant milestones in its three program areas— Research Teams, Building Projects, and regional Technology Outreach.
Presentation on HigherEdUtah 2020 Plan- 2011 Report
Utah System of Higher Educationwww.HigherEdUtah2020.org801-321-7115 2011 Report
Transition to initiatives Action Plan 17 current 11 future52 recommendations27 as Regents’ priority HigherEdUtah 2020 • 2011 Report
Action PlanParticipation Completion Economic Innovation College Readiness Complete College Utah Utah Cluster Acceleration Utah Scholars Partnership (UCAP) Tech-intensive Concurrent Regents Scholarship Enrollment Utah Science Technology and Admission Practices and Certificate Increase: Research (USATR) Standards: K-16 Alliance UCAT Partnerships Jobs for Utah’s Future UtahFutures.org Mission-based Performance (Data Coordination) Underrepresented Groups Funding Utah Women’s College TFCollege Access Challenge Grant Enrollment Capacity Tech-intensive Classes Funding Mission-based Performance Funding NCHEMS Equity Study Efficiency Measures HigherEdUtah 2020 • 2011 Report
Action PlanParticipation Completion Economic Innovation Taskforce on Advising Policies on Attendance for Jobs UtahTechnology-Intensive General “Gateway Courses”Education Courses Connected Workforce Grant Collaboration to High School Streamline degree programs and establish student Partnership with Non-USHE graduation plans Higher Education Institutions Accelerated Associate’s DegreesTech-Intensive CTE Courses and Programs Expand Regional Campuses Social Awareness Campaign HigherEdUtah 2020 • 2011 Report
Accomplishing the 66%goal will not be possiblewithout a joint effort. HigherEdUtah 2020 • 2011 Report
Network Effectiveness Collaborative Voice Prosperity 2020 Utah Data Alliance Complete College AmericaWICHE Interstate Passport National Governors Association Quality Future Disruptive Technologies Tuning Tech-based Advising & Quality Collaborative Degreeworks HigherEdUtah 2020 • 2011 Report
Network of Great Colleges & Universities19 HigherEdUtah 2020 • 2011 Report
2011 Report• Revamping the website HigherEdUtah2020.org• Download your own copy• New reporting cycle: academic/fiscal year based, starting with this current AY/FY 2011-12 HigherEdUtah 2020 • 2011 Report