S H A N N E N R O B S O N

&

T I M S T A N L E Y

U T A H V A L L E Y U N I V E R S I T YI N S T I T U T I O N A L R E S E A R C H & I N F O R M A T I O N

Academic Program Planning: Bringing Data to the Conversation

Podium Presentation prepared for the 2016 AIR annual conference

Location & History of UVU

UVU Institutional Evolution:

• 1941 Central Utah Vocational School

• 1963 Utah Trade Technical Institute

• 1967 Utah Technical College of Provo

• 1987 Utah Valley Community College

• 1993 Utah Valley State College

• 2008 Utah Valley University

Goals of this session

Demonstrate how UVU utilizes external data to prioritize prospective degree offerings.

Demonstrate a variety of resources and data that could inform new degrees, minors, and emphases

Show how these data fit into an organizational process and institutional conversation.

Explain additional contextual and environmental factors in Academic Program Planning.

Core Theme “Inclusive” (Objective 4)

UVU offers an array of courses, programs, and delivery methods designed to reflect students’ goals and the region’s educational needs.

“UVU takes its mission to meet the educational needs of our service area seriously,… We have carefully reviewed those needs and identified five programs that build on present strengths to address a variety of them. Other programs will be proposed in the future to address important remaining needs.” (Jeff Olson, Senior VP of Academic Affairs)

“By design, these five programs respond to some of the area’s most pressing needs in business and the social sector.” (President Holland)

Developing a Program Feasibility Process

Our Unique Educational Mission White Paper (2011)

Established a formal Academic Program Review Committee

Tasked Academic Affairs council with reviewing and prioritizing new programs

Outlined a process for the proposal of new programs

Designing the Program Feasibility Process

http://www.uvu.edu/asc/docs/program_feasibility_template_nov.docx

Criteria for New Programs Proposals

Components of Program Proposal1. Program Description2. Role and Mission fit3. Purpose of Degree4. Benefits5. Program Need6. Labor Market Demand7. Student Demand8. Projected Program Enrollments and

Graduates9. Expansion of Existing Program (if

appropriate)10. Similar Programs11. Accreditation12. Additional Resources Needed

IRI Support

Department faculty identify potential

new program

Faculty complete Program

Feasibility Template

Feasibility approved by

Academic Affairs Council

If approved, faculty complete formal “R401” proposal

Reviewed by department chair

and dean

Reviewed by Library Director

Review by Director of Academic

Assessment and Program Review

Review by VP of Planning, Budget,

and Human Resources

Review by Department Curriculum Committee

Review by College/School

Curriculum Committee

Review by dean

Review by Graduate Council

Review by University

Curriculum Committee

Review by Senior VP of Academic

Affairs

Review by the UVU Board of Trustees

Review by the Utah State Board of

Regents

Review by NWCCU

Program Implementation

Program Feasibility

at UVU

Areas of Analysis

Existing Degree Supply

Student Demand

Labor Market Needs

Labor Market Data Sources

Labor Market

Data

• Economic Development and Employer Planning System (EDEPS)

• Burning Glass LaborInsight

• Employer survey demand data

EDEPS

EDEPS

EDEPS

EDEPS

Burning Glass LaborInsight

Burning Glass LaborInsight

Burning Glass LaborInsight

Burning Glass LaborInsight

Burning Glass LaborInsight

Employer Needs & Knowledge

• Every 3-4 years UVU conducts a survey of more than 1,000 local employers

• Survey items include questions about which specific associate, bachelor, and masters degrees they would like UVU to offer

Dashboard available at: http://www.uvu.edu/iri/studies/gen_employ_degree_rec.html

Example Bachelor’s– Employer Surveys

Existing Degree Supply

Existing Degree Supply

• EDEPS supplies 5-years of data from IPEDS by degree level and CIP code

• Program comparison with other institutions in the Utah System

EDEPS

EDEPS

EDEPS

Program Breadth & Uniqueness

Evaluated regional needs and academic • in our the breadth of programming and • opportunities for unique offerings in the state or

region

by comparing • institutional offering to those offerings at other

state institutions

Program lists were drawn from online general catalogs.

Example – USHE Master’s Degrees

Example – USHE Master’s Degrees

Student Demand Data Sources

Student Demand

Data

• Compare the number of degrees awarded by CIP and degree level with comparable institutions in IPEDS

• Evaluated UVU One-Year Follow-up Student Survey for degrees students sought at other institutions

Student Demand by Self Report

Looking at: Students generally vs. Your own students

UVU One-Year Follow-up Student Survey

• Each Fall UVU conducts a survey of all students who had attended the previous Fall. Of particular interest for this purpose are students who did NOT register for the Fall of the study.

• In 2015 we contacted 358 students from a population of 1,945 (18%). Information was collected from other adults (e.g., parents, spouses) for an additional 7111 (55% total)

Student Demand by Self Report

Several of these programs we

ALREADY offerSome we don’t!

Student Demand by Self Report

22.3% of our non-returning students state that they transferred to another school.

Approximately 2 out of 5 students (41%) of our transfer students indicate they would have stayed if UVU offered the program they transferred into.

Other Options for Examining Student Demand

ACT Preference reports (would only indicate early thoughts of potential majors)

Looking at course enrollments related to proposed degree

Student Clearing House graduation information (would only indicate the degree of students who eventually graduate)

Communicating information to Decision-Makers

Proposal processes point consumers to IRI data resources

Of course, departments are encourage to use additional evidence as appropriate.

Other Factors

Remember: Data is only part of the conversation

Other factors include:• Politics / Performance metrics• Governing / Coordinating systems• Economic factors• Repurposing / Leveraging existing resources

and personnel• Environmental factors• Indirect pathways to careers

Academic Affairs Review of Programs

So what do we do all these data? New program proposals

Resource Allocations (Planning, Budgeting, and Assessment conversations)

Institutional Effectiveness (Program review / assessment of goals/objectives)

Regional / Specialized Accreditation

Communication with regional leaders/elected officials

Creating strategic alliances with local employers

Providing information to inform student’s decisions about majors, degrees

Deepen understandings about the institutional region/economic impact

Etc.

Contact us:

• Visit the UVU Program Feasibility Website:http://www.uvu.edu/iri/academicprograms/program_feasibility.html

• Shannen Robson, UVU IR, Sr Research Analystsrobson@uvu.edu

• Tim Stanley, UVU IR, Associate DirectorTimS@uvu.edu

• Visit the UVU Program Review Website:http://www.uvu.edu/iri/academicprograms/program_review.html