jay w. goff vice provost and dean for enrollment management
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Redesigning a Campus for the Future : Managing Massive Change and Succeeding Along the Way http://enrollment.mst.edu/. Jay W. Goff Vice Provost and Dean for Enrollment Management Missouri University of Science and Technology Andrew Careaga , Director of Communications - PowerPoint PPT PresentationTRANSCRIPT
Redesigning a Campus for the Future: Managing Massive Change and
Succeeding Along the Way
http://enrollment.mst.edu/
Jay W. GoffVice Provost and Dean for Enrollment Management
Missouri University of Science and Technology
Andrew Careaga,
Director of Communications
Missouri University of Science and Technology
www.mst.edu 1-800522-0938
AACRAO SEM 2008, Anaheim, California, USATuesday November 18, 2008 , 2:15 pm - 3:45 pm
Location: Marquis South Session ID: 093 Type: Session
Session highlights & deliverables
Managing and directing change using strategic enrollment management principles
Effective decision models Analytical tools and methods Effective communication strategies Buy-in Success!
“University politics are vicious precisely because the stakes are so small.”
-Henry KissingerUS diplomat & Harvard scholar
STILL TRUE?
Present and Future Change There will be as much change in the next three decades as there was
in the last three centuries.
» Every two or three years, the knowledge base doubles.
» Every day, 7,000 scientific & technical articles are published.
» Satellites orbiting the globe send enough data to fill 19 million volumes in the Library of Congress – every two weeks.
» High school graduates have been exposed to more information than grandparents were in a lifetime.
SOURCE: Leadership and Technology, the National School Boards Association's Institute for the Transfer of Technology to Education
Is Change Needed in Academia?
"Thirty years from now the big university campuses will be relics….. (Residential) Universities won't survive. It's as large a change as when we first got the printed book.“ -Peter Drucker Forbes, June 16, 1997
Academia (business schools in particular) need to respond to the wake-up call and recognize that inflexibility and the failure to respond quickly and decisively to environmental change can be dangerous.
-Andrews, Flanigan and Woundy (2000)
The only person who likes change is a wet baby.
Attributed to Mark Twain
Change is inevitable – except from a vending machine.
Author unknown
Can’t Talk about Change without mentioning Friedman!
The External Environment in which Colleges and Universities Operate is
Changing Quickly
•Dramatic changes in student markets and academic interests.
•Public expectations for a wide variety of high quality student services.
•Greater needs for an institution-wide understanding of how to best react to the emerging student trends, needs and markets.
Who is Responsible for Leading Change in Higher Education?
Administration’s (management’s) responsibility is to detect trends so as to be able to identify changes and initiate programs that best position the institution to succeed in the near and distant future.
Donald Schön, Author of The Reflective Practitioner.
The Role of Management in Succeeding through Change
How and When Do We Make Most Major Strategic Changes?
A. Times of Duress: Emergencies, Disasters or Periods of ongoing Failure to Perform
B. External Pressure: Legislative Mandates, Governing Board Initiatives, New Professional Standards
C. Engaged Leadership: Understanding Future Needs and the use of Strategic Planning for Future Success
The Benefits of being a “Learning Organization”
The inherent nature of organizations are to be conservative and protect themselves from change.
Due to the increasing pace of needed change (technology, gov’t regs, shifting markets, etc.) , it is more important for organizations to embrace a culture or change process that promotes “flexibility”.
Donald Schön recognized that an organizational culture that embraces the process of “learning” is also the one that values new ideas and on-going improvement.
Schön, D. (1974). Beyond the Stable State. Public and private learning in a changing society. Penguin.
Schön, D. (1983). The reflective practitioner. Basic Books
Core Market Challenges: Changes in the college-bound student markets
• The Midwest will experience a 4% to 10% decline in high school graduates between 2007 – 2012 (Source: WICHE, 2003: Knocking at the College Door)
• The profile of college-bound students is rapidly becoming more ethnically diverse and female dominant (Source: NCES, 2005; WICHE, 2003)
• The number of students interested in engineering, computer science, and natural science degrees has declined to record lows (Source: ACT, 2003: Maintaining a Strong Engineering Workforce Policy Report; National Academies, Rising Above the Gathering Storm, 2006)
• More full-time college freshmen are choosing to start at two-year colleges (Source: US Department of Education IPEDS. 2005; Source: Missouri Department of Higher Education, 2005)
• More students are enrolling in more than one college at a time (Source: National Student Clearinghouse, 2005; Noel Levitz, 2004; College Board, 2007)
• Future student market growth will include more students requiring financial aid and loans to complete a degree (Source: WICHE, 2008)
Re-Designing a Top Technological Research University
Mission
The mission of Missouri S&T is to integrate education and
research to solve problems for our state and the technological world.
Vision
The vision of Missouri S&T is to be one of the top five technological research universities.
7 Years of Strategic and Dramatic ChangesJanuary 1, 2008 University Name Change
2007 Academic Reorganization by Eliminating Schools and Colleges
2003 and 2007 Updated the Mission, Vision and Strategic plans.
2004 Office of Technology Transfer and Economic Development
2001 to 2005 New Student and Business Information Systems
2002, 2004 & 2007 Three New Homepages and Platforms
2003 Student Diversity Initiative
The new goals resulted in three new units and champions: » Student Diversity Programs,
» Women’s Leadership Institute
» Center for Pre-College Programs.
2002 New School of Management and Information Sciences
2002 Center for Education Research and Teaching Innovation (CERTI)
2002 - 2006 12 NEW Degree Programs and 19 Certificate Programs,
128 hour limited for BS Engineering Degrees
2001 Administrative Restructuring and Formal Enrollment Management Program
» Enrollment Management,
» Distance and Continuing Education
» Research and Sponsored Programs
» Undergraduate and Graduate Programs
“Missouri S&T will better define the university as a leading technological research university. We believe the new name will help to differentiate this university in a highly competitive university market and provide a national competitive advantage.”
Dr. John F. Carney, IIIMissouri S&T Chancellor
SEM in ACTION:Why Change the University Name?
Fall 2008 All Students by Academic Field
Missouri S&T: 90% Engineering, Science, & Computing Majors
SOURCE: US Dept. of Education 2005
WICHE, 2008
College Going Rate Continues to Decline
Missouri’s 2004-05 Student Funnel for All Engineering Fields
High School Seniors: 61,378 High School Graduates: 57,573 ACT Testers/College Bound: 42,862 Any Engineering Interest, all scores: 1,599 Engineering Interest, +21 comp. score: 1,102
(21 = MO average score / 50%) Engineering Interest, +24 comp. score: 807
(24 = UM minimum for auto admission) UMR’s Freshmen Engineering Majors 520
from Missouri
SOURCE: ACT
> 5%
Average enrollment is 6,457
U.S. Technological Research Universities
California Institute of Technology
Polytechnic University
Colorado School of Mines
Georgia Institute of Technology and State
University
Illinois Institute of Technology
Michigan Technological University
New Jersey Institute of Technology
Rensselaer Polytechnic Institute
South Dakota School of Mines and Technology
Stevens Institute of Technology
University of Missouri - Rolla
Massachusetts Institute of Technology
Clarkson University
Florida Institute of Technology
New Mexico Institute of Mining & Technology
Worcester Polytechnic Institute
25%
30%
35%
40%
45%
50%
55%
60%
65%
70%
75%
50% 60% 70% 80% 90% 100%
% E
ng
ine
eri
ng
En
rollm
en
t
% Engineering, Business, Science & Math Enrollment
Average enrollment:
5,615
Why Make this Much Change So Fast?
Rolla, Missouri“The Middle of Everywhere”
Missouri S&T……
A Top 50 Technological Research University 6300 students: 4900 Undergrad, 1400 Graduate 90% majoring in Engineering, Science, Comp.
Science Ave. Student ACT/SAT: upper 10% in nation +60% of Freshmen from upper 20% of HS class 20% Out of State Enrollment 96% 5 Year Average Placement Rate within 3
months of Graduation Ave. Starting Salary in 2008: +$55,000
A Top Public UniversityMissouri S&T ranked 54th among the nation’s top public universities (U.S. News & World Report , 2008 America’s Best Colleges Guidebook, September 2008).
Top 15 Public Colleges for Getting Rich #1 in the Midwest! Missouri S&T ranked 12th on Forbes magazine’s list of “Best Public Colleges for Getting Rich” (www.forbes.com, Aug. 2008)
Top 20 STEM Research University Missouri S&T named in Academic Analytics’ “Top 20 Specialized Research Universities - STEM” (www.academicanalytics.com, Jan. 2008)
Top 25 Starting Salaries #1 in the Midwest! Missouri S&T named in payscale.com’s list of highest average starting salaries for graduates (www.payscale.com, Aug. 2008)
Top 25 Entrepreneurial Campus Missouri S&T ranked 22nd on Forbes ‘s list of “America’s Most Entrepreneurial Campuses” (www.forbes.com , Oct. 22, 2004).
Top 25 Connected Campus Missouri S&T named in Princeton Review’s “America’s 25 Most Connected Campuses” (www.forbes.com, Jan. 19, 2006).
Top 30 Safest College CampusesMissouri S&T ranked #27 in Reader’s Digest’s “Campus Safety Survey” (www.rd.com, 2008).
Top 50 Engineering SchoolMissouri S&T ranked 48th among the nation’s best engineering schools (U.S. News & World Report, 2007 America’s Best Colleges Guidebook, September 2006).
Top 65 Public Educational ValueMissouri S&T ranked 62nd among America’s public universities by Kiplinger.com’s “2008 Best Values in Education,” (www.kiplinger.com, 2008).
“We are what we repeatedly do.
Excellence, therefore, is not an act but a habit.”
-Aristotle
THE PROBLEM
Enrollment Concerns 2000-2001
8 Year Decline New Students (-700 students) 40% Institutional Discount Rate 52% Graduation Rate 82% Retention Rate 22% Female Enrollment 8% Minority Student Enrollment Industry Asking for MORE Graduates
Truly One of the Largest &BEST EVER Classes!!
CONGRATULATIONS
on Attracting an Outstanding Class and Exceeding the Goals
Fall 2008
RI
49
7
4
1
2
51
2258
21
254
124
43
3
26
4,433
61
9115
11
5
21
16
43016
15
21
16
23
19 16
6
12
9
17
5
11
12
22
3
151
5
14
40 or more students
10 - 39 students
Legend
1 - 9 students
No students
Total Enrollment
» 47 states & 51 nations
» 70% Missouri residents
» 10% minority students
» 9% international students
DC 2
2
Enrollment Status 2007-2008
6 Year Increase (+1,745 students) 27% Institutional Discount Rate (+$21M in
additional annual revenue) 61% Graduation Rate 87% Retention Rate 22% Female Enrollment (+369) 10% Minority Student Enrollment (+278) Record New Student Classes & Student Success Industry STILL Asking for MORE Graduates
#1 Question:
How did you do it?
Silver Bullet
Strike of Lightening?
OR
Strategic Enrollment Management Plan 2007-2011
Increase Success of Students» Retention Rates» Graduation Rates
Increase College Going Rate & Access1. Access & Affordability2. Pipeline of College Ready Students3. Strategic Partnerships4. Outreach/Education5. Scholarships
Expanding Current Markets & Capturing New Markets1. Out-of-state students2. Transfer Students3. Female Students4. Underrepresented Minority Students5. International Students6. Graduate Students7. Nontraditional Students
We Learned About Our Students Average Age: 21.8 years old
Gender: » 23% Female» 77% Male
First Generation College Students:» 2005-06: 37%
Residency:» Missouri Residents: 76%» Out-State Students: 22%» International: 2%
Ethnicity: » African-American: 4% » Asian-American: 3% » Caucasian: 83% » Hispanic: 2% » Native-American: 1% » Non-resident, International: 2%» Not Disclosed: 5%
From a Community <40,000: 53%
Average Family Income: $73,000 USD
Average Indebtedness at Graduation: » $21,000 USD approx.
High Financial Need (Pell qualifier): 24%
Freshmen with Credit Cards:» 24%» 6 arrive with over $1000 USD
standing balance
Students with PCs:» 94%» +70% laptops» 9% Macs
Students with Cell Phones» 97%
Starting Salaries
Undergraduate Graduate
2003 $ 47,305 $ 52,744
2004 $ 46,567 $ 52,945
2005 $ 49,181 $ 53,042
2006 $ 51,059 $ 58,120
2007 $ 53,669 $ 62,751
2008 $ 55,975 $ 63,640
10 Core Recruitment Changes
1. Creation of Data and Market Driven Strategic Plan
2. Assigning Executive Officers to be in Charge of Enrollment, Recruitment, Retention, and Student Assessment
3. Embracing an Integrated Branding Program and New Communication Series focusing on Outcomes and Fun, without reinforcing science and engineering stereotypes
4. Engaging the entire campus (unit by unit) in worthwhile recruiting activities
5. Creation of Reward Balanced and Yield Focused Scholarship Program to Lower the Discount Rate, Raise Enrollment, and Maintain Student Quality
6. Providing accurate and timely processing of inquiry requests and applications
7. Collaborating with Outreach and Public Relations Efforts
8. Expanding Campus Visit and Summer Camps
9. Campus Signage, Beautification and Landscaping Plan
10. Replacing and Updating Core Campus Buildings and Facilities ($140 M)
National Student Success Trends & Benchmarks
ACT, 2007
STUDENT RETENTION
70
75
80
85
90
Per
cen
t S
till
En
rolle
d
Status in Fall Semester After One Year
Graduation Rates 2000 2005
General Student Body: 52% 64%
Since 2004, 60% of Growth due to Retention Increase
“the list of 35”Changes to Improve Retention
Retention Strategies and Tactics 2001-2008
I. Assessment EnhancementsII. Programming
III. Policy Changes
1. Creation of a formal Institutional Research Office, 20012. Started annual retention audit of academic (cognitive) and demographic factors, 20013. Identified classes with very low student success rates (DFW), 20014. Creation of Standardized Retention and Graduation Reports by gender and ethnicity,
20025. Instituted a new student profile and expectations survey, 20026. Re-instituted the HPI assessment to track students by Non-cognitive factors, 20027. Revised withdraw surveys & interviews, 20028. Started non-returning follow-up telephone surveys, 20029. Started collection and campus-wide distribution of freshman academic profile,
specifically new student survey data: expectations, social activities, GPA,ACT/SAT scores, 2002
10. Started measuring stop-out rate: students who withdraw and return, 200311. Revised nationally normed student profile, attitude and engagement assessments
(CIRP & NSSE), 200312. Revived student satisfaction survey (switched from ACT to Noel Levitz), 2007-08
Missouri S&T’s Retention Plan
I. ASSESSMENT ENHANCEMENTS
II. PROGRAMMING: Focus on Advising, tutoring, learning communities,
faculty training and support
1. Provided a public expectation of student success (VERY IMPORTANT). Addressed expectations of student success in all recruitment and orientation speeches (Chancellor – look to your left, look to your right), 2001-02
2. Learning Enhancement Across Disciplines (LEAD) tutoring program expanded beyond Physics, Fall 2002
3. Address group building (making friends) and study skills (not flunking out) in all orientation activities, 2002-2003
4. Online tutor request program, 20035. Distribution of student profiles and survey summaries to create a better
understanding of faculty and student expectations. Actively embrace the “social norming” concept. 2003
6. Distribution of student profiles and survey summaries to create a better understanding of faculty and student expectations. Actively embrace the “social norming” concept. 2003
7. Restructured Opening Week activities around a group project activity and to address core learning objectives and student fears (Making Friends and Flunking Out) , 2002 & 2003
8. Provided ACT’s EIS & AIM student profile data bases to all academic departments for more intrusive advising, 2003
9. Joint Academic Management (JAM) Sessions (student to student tutoring) to assist low performing students, 2004
II. Programming Continued11. New on-line Early Warning System, 200512. Strategic Retention Intervention: Focus on a rapid response “Academic Alert
System” (2005), on-line student communication system “Success Chain” (2005-2006), advisor engagement (training sessions and awards, 2002) and more quantitative knowledge of S&T student strengths (Sharing of student profiles and new student survey data prior to beginning of academic year, 2002)
13. Creation and expansion of Learning Communities & First Year Experience Programs: Focus to address student academic skills development and social engagement through group student life oriented events, 2002-2003
14. Pre-College Transition Programs: Focus to promote greater student preparation to meet student and S&T academic expectations through a 3-week intense course – Hit the Ground Running (HGR) and creation of the Center for Pre-College Programs (CPCP) to expand the K-12 student workshops and STEM summer camps, 2003-04
15. Creation of the Center for Educational Research and Teaching Innovation (CERTI): Focus to address improving the S&T learning environment and student learning outcomes through collaborative learning, experiential learning, technology enhanced learning and educational research practices, 2003-04
16. Expanded Experiential Learning Programs: Focus to promote greater campus-wide “learning by doing” student engagement through student design teams, undergraduate research (OURE expansion), and service learning participation, 2002-ongoing
17. Creation of formal first-year experience office and staff, 200818. Creation of formal second-year experience office and staff, 2008
III. POLICY CHANGES
1. Incomplete grade time limit change, 20022. Repeat course GPA adjustment policy, 2002 3. Scholarship Reinstatement Policy, 20024. All BS degree programs reduced to between 124 to 128
hours, 2002-20035. Added 3 degree programs most often requested by
exiting students: Business, IST, Technical Communication, Architectural Engineering, 2002-2003
6. Revised S&T Advising Program: Focus on faculty development for student formal and developmental advising, advisor recognition and advising program evaluation, 2002-2004
What is Change Management? A structured approach to transitioning individuals,
teams, and organizations from a current state to a desired future state.
Includes both organizational change management processes and individual change management models, which together are used to manage the people side of change.
Effective change management requires an understanding of the possible effects of change upon people, and how to manage potential sources of resistance to that change.
Focus on the Individual
Why Should I Make this Change?
What is in It for Me?
How to Help Individuals:Treating Change like a Death?
The personal and emotional states that a person typically encounters when dealing with loss of a loved one is similar to workplace emotional states encountered as individuals confront change.
1. Anger: "NO! NO! How can you accept this!"
2. Denial: "This can't be happening, not to me!"
3. Bargaining: "I'll do anything, can't you stretch it out? A few more years."
4. Depression: "I'm going to die . . . What's the point?"
5. Acceptance: "I can't fight it, I may as well prepare for it."
Elisabeth Kübler-Ross (1969) "On Death and Dying"
Weathering the storm
90 posts
512 comments
5.69 comments/post
5.3 comments/post(minus my 35 comments)
6 months in: negative-to-neutral/positive ratio: 8 to 1
Overall negative-to-neutral/positive ratio: @5.5 to 1
BLOG & SURVEY INPUT
“Don’t change the name. Improve the branding.”
“The real need is marketing. UMR doesn't need a name change -- UMR needs to market itself for what it is -- a high quality technical university where a kid can get a premium education and find a good job on graduation. … This whole discussion on a name change is a diversion from addressing the real issues facing the university. Lets get out there and market UMR and stop wasting time and resources on organizational diversions.”
“Why not go back to Missouri School of Mines? It may not be as accurate anymore either, but at least is a tradition.”
“I think the new name should be UstaB! You know MUST UstaB UMR UstaB MSM. Missouri University of Science & Technology.”
BLOG & SURVEY INPUT
The ADKAR Building Blocks for Managing Individual Change
1. Awareness – of why the change is needed
2. Desire – to support and participate in the change
3. Knowledge – of how to change
4. Ability – to implement new skills and behaviors
5. Reinforcement – to sustain the change
SOURCE: Prosci (www.prosci.com)
Developed with input from more than 1000 organizations from 59 countries.
I. Building Awareness:why the change is needed
Public Airing of “Dirty Laundry”
Being Fearless and Addressing the Gathering Storm
Open Forums for All Constituents Press Releases Homepage Alumni magazine Position paper
http://chancellor.mst.edu/namechange
Need to Dramatically Increase the Number of Engineering and Science College Graduates
Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic FutureBy: National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies, 2006
http://www.nap.edu/catalog/11463.htmlTapping America’s Potential: The Education for Innovation Initiative
By: Business Roundtable, July 2005
http://www.uschamber.com/publications/reports/050727_tap.htmA Commitment to America’s Future: Responding to the Crisis in Mathematics & Science Education
By: Business-Higher Education Forum, January 2005
http://www.bhef.com/MathEduReport-press.pdfMaintaining A Strong Engineering Workforce –American College Test (ACT) Policy Report
By: Richard J. Noeth, Ty Cruce and Matt T. Harmston, 2003
http://www.bhef.com/MathEduReport-press.pdf
The Welfare of the US Economy is tied to the Pipeline of
Technologically Literate Students & Employees
• 54% of the aerospace science and technology (S&T) workforce is over 45 and 33% will be eligible to retire in five years.
(Druyun, Defense Reform 2001, A Blueprint for Action: Final Report, DFI International 2001)
Source: CIRP
Change in Intended Major 1976-77 to 2006-07
0%
7%
14%
21%
28%
Business Engineering Education BiologicalSciences
ComputerScience
SocialSciences
Art, Music,Drama
HealthProfessions
76-77 86-87 96-97 06-07
College Board, 2007
2006 Name Recognition Among College-Bound Students Outside of Missouri
All ACT Out-of-StateSenders State Senders
4942 391 Central Missouri State University2629 551 UMR4241 651 Southeast Missouri State University3352 654 UMSL4164 728 Truman State4278 981 UMKC9221 1000 Missouri State University3926 1187 Northwest Missouri State University12800 2301 UMC5382 2591 St. Louis University7343 5331 Washington University in St. Louis
SOURCE: ACT EIS 2006NOTE: 7% (39 of 551) test senders were interested in journalism and communications
WICHE, 2008
Midwest Market will Not Provide Enough Traditional STEM Students
Th
e G
ol d
en C
ircl
e fo
r R
ecru
itm
ent
+70
% e
nro
l l w
ith
in 1
40 m
ile s
of
ho
me
+80
% e
nro
l l i
n h
om
e st
a te
Geographic Origin of UMR First-time Freshmen 1992-2007
0
200
400
600
800
1000
1200
92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07
Year
Co
un
t
Series1
Series2
Series3
Overall Enrollment by Residency:
Missouri Residents: 76%Out-of-State Students: 24%
FS07 First Time College Enrollees (1040)
FS07 First Time College Admits (2154)
FS07 First Time College Applicants (2305)
FS07 First Time College Inquiries (9629)
FS2007 First Time College Domestic Enrollment Yield
FS07 First Time College Enrollees (822)
FS07 First Time College Admits (1511)
FS07 First Time College Applicants (1641)
FS07 First Time College Inquiries (6247)
FS2007 First Time College Enrollment Yield For Missouri
Domestic Freshmen from Missouri Enrollment Yield
Funnel FS2007
Inquiries: 6247Applicants: 1641Admits: 1511Enrollees: 822
54% Admits Enrolled13% Inquiries Enrolled
Domestic Freshmen Out of State Enrollment Yield
Funnel FS2007
Inquiries: 3382Applicants: 664Admits: 643Enrollees: 229
36% Admits Enrolled7% Inquiries Enrolled
55.7% US College-Going Rates of High School Graduates - Directly from HS
Missouri: 52.7%
Female Enrollments Exceed 57% of All College Students
SOURCE: NCES, The Condition of Education 2006, pg. 36
II. Building Desire: support and participate in the
change
Benefits, Benefits, Benefits
Sharing Survey Results of Constituents Providing Case Studies of other schools that
successfully changed Creating Buy-In: Building Your Team to Build
Campus wide Unity
External Constituents Beliefs
Sharing the Results: Survey & Open Forum Feedback
Alumni – 70% think a different name more fitting
Faculty/staff – 65%/62% Graduate students – 57% Undergraduate students – 46%
“As an alumnus currently studying at the University of Oxford, I can certainly speak to the problem of the 'hyphen'. Many of my fellow researchers are familiar with the good work being done by the Metallurgists and Ceramists of UMR. Unfortunately, they constantly refer to the 'University of Missouri', NOT the 'University of Missouri hyphen Rolla'.”
“Being a former UMR student I can attest to the fact that UMR automatically relegates us to branch status. When you tell people where you went to school the response is typically, "the University of Missouri Rolla". And the standard response is, "So that's another campus for Mizzou?"
“It would make me happy to have an alma mater with a name that sounds like a real school rather than an extension campus, so I am in favor of a name change.”
III. Building Knowledge: of how to change
Communicate and Share Everything Celebrate Quick Wins
» New logo» Holiday parade
Involve the Entire Community
Building Buy-in
Scenes from the campus forum
Building buy-in: ‘Hello’ campaign
PR opportunities
Media coverage
Community visibility
2007 Unity Day ‘Chalk Party’
Standards Webpage
“Nothing great was ever achieved without enthusiasm.”
- Ralph Waldo Emerson
IV. Building Ability:to implement new skills and behaviors
Getting Everyone Onboard Establishing Primary Project “Go-Live” Dates Creating Campus wide activities and communications Graphic Identity Development Information Technology Homepage Development Facilities and Signage Athletics Admissions/Publications Public Relations/Communications Alumni/Development
F o u n d e d 1 8 7 0 R o l l a , M i s s o u r i
Provide Resources
V. Building Reinforcement: to sustain the change
“Missouri S&T will better define the university as a leading technological research university. We believe the new name will help to differentiate this university in a highly competitive university market and provide a national competitive advantage.”
Dr. John F. Carney, IIIMissouri S&T Chancellor
Impacts Since the Name Change Freshman and Transfer Class Grew Record #s of Employers Recruiting from
Campus 13% increase in out-of-state inquiries Increased the # of Non-Engineering Majors Only 23% requested “old” diplomas US News
» Peer Survey: BAD» Guidance Counselor Survey: GOOD
Getting Started withChange Management
Kotter’s 8-step change process
SET THE STAGE Create a Sense of Urgency.
» Help others see the need for change and the importance of acting immediately.
Pull Together the Guiding Team.» Make sure there is a powerful group guiding
the change – one with leadership skills, bias for action, credibility, communications ability, authority, analytical skills.
Kotter’s 8-step change process
DECIDE WHAT TO DO Develop the Change Vision and
Strategy.» Clarify how the future will be different from
the past, and how you can make that future a reality.
Kotter’s 8-step change process
MAKE IT HAPPEN Communicate for Understanding and
Buy-in.» Make sure as many others as possible
understand and accept the vision and the strategy.
Empower Others to Act.» Remove as many barriers as possible so that
those who want to make the vision a reality can do so.
Kotter’s 8-step change process
MAKE IT HAPPEN (continued) Produce Short-Term Wins.
» Create some visible, unambiguous successes as soon as possible.
Don’t Let Up.» Press harder and faster after the first
successes. Be relentless with instituting change after change until the vision becomes a reality. Create a Sense of Urgency.
» Help others see the need for change and the importance of acting immediately.
Kotter’s 8-step change process
MAKE IT STICK Create a New Culture.
» Hold on to the new ways of behaving, and make sure they succeed, until they become a part of the very culture of the group.
Source: John Kotter, Our Iceberg Is Melting website ( http://www.ouricebergismelting.com/html/8step.html)
Remember…
‘The central issue is never strategy, structure, culture, or systems. The core of the matter is always about changing the behavior of people.’
John Kotter
Source: David Pohl, "Change or Die," Fast Company, May 2005
(http://www.fastcompany.com/magazine/94/open_change-or-die.html).
Lessons Learned
Focus on Helping People, not Executing Strategy It is important to embrace the principles of a
“learning organization” The Internet and Government Agencies are not
easy to update. Keep the general community in tune with the
market issues. Continuously communicate the impact of the
changes (increase inquiries, career fair, summer pre-college programs) with all constituents.
Redesigning a Campus for the Future: Managing Massive Change and
Succeeding Along the Way
Jay W. GoffVice Provost and Dean for Enrollment Management
Missouri University of Science and Technology
http://enrollment.mst.edu, [email protected], 573-341-4378
Andrew Careaga
Director of Communications
Missouri University of Science and Technology http://news.mst.edu, [email protected], 573-341-4260
AACRAO SEM 2008, Anaheim, California, USATuesday November 18, 2008 , 2:15 pm - 3:45 pm
Change Resources
Andrews, R. L., M. Flanigan, and D. S. Woundy (2000). Are business schools sleeping through a wake-up call? Decision Sciences Institute 2000 Proceedings, 1, 194-196.
Friedman, T. (2005). The World is Flat: A Brief History of the Twenty-First Century, Farrar, Straus and Giroux.
Friedman, H. ; Friedman, L. ; Pollack, S. (Sept. 2005). Transforming a university from a teaching organization to a learning organization.(Transforming the University into a Learning Organization), Review of Business.
Harold, F.; Rhodes, T. (2001). The Creation of the Future: The Role of the American University, Cornell University Press.
Leadership and Technology Series, the National School Boards Association's Institute for the Transfer of Technology to Education.
Schön, D. (1974). Beyond the Stable State. Public and private learning in a changing society, Penguin.
Schön, D. (1983). The reflective practitioner, Basic Books. Senge, P. (2006).The Fifth Discipline: The Art and Practice of the Learning Organization,
Doubleday.
Additional Change Management Resources
Daryl Conners, Managing at the Speed of Change Discusses eight patterns of how people behave during change and a
number of principles for enhancing organizational resilience during change.
Includes: The nature of change; The process of change; Roles played during change; Resistance to change; Building a commitment to change; Relationships between culture and change; Synergism; The Essential Nature of Resilience (the capacity for change without dysfunction).
Robert Evans, The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation
Offers practical management strategies, thorough an understanding of human behavior, for guiding successful change.
Key Components to SEM
The following four steps are fundamental to the development of a comprehensive recruitment and retention plan
1. Determine the institution’s capacity to serve students by degree program and types of students (traditional, non-traditional, graduate, etc.)
2. Establish Goals: need to be agreed upon by all involved3. Formulate Strategies based on data4. Develop action plan with tactics and an operational
calendar:» What exactly is going to be done» When will it be completed» Who is responsible» How much will it cost» How will you know if it has been accomplished (evaluation)