millennium stra tegic plan - gov2011.fiu.edu

MILLENN IUM

STRATEGIC PLAN

EXTERNAL AND INTERNAL SCAN

4721/Millenium Plan Insert 5/7/07 11:54 AM Page III

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The external scanning process was designed to

identify factors in the external environment of the

University that could impact its future development

and success. Specifically, it was designed to identify

factors that could produce changes related to:

■ The expectations students and other

stakeholders have of the University

■ The characteristics of the students and other

stakeholders served by the University

■ The expectations that the students and

stakeholders have for the nature, scope, and

quality of the University’s performance –

including access to our services and the means

we use to certify student competencies

■ The nature and scope of the competition we

will face in the coming decade

■ The nature and scope of fiscal, physical, and

human resources needed to provide services

and to compete successfully

■ The availability of resources and the

processes through which resources are

provided to the University

The external scanning process was carried

out by teams of faculty and staff. Their work

resulted in three major reports: Mega-Driving

Forces, Macro Conditions and Trends, and Micro

Conditions and Trends. A review of the material

provided in these reports led to the selection of

nine factors as the most critical to the future

development and success of the University.

Six of these factors were identified as forces

that will drive the development of general

society and higher education during the early

decades of the 21st century. These factors are

development of information and communications

technology, movement toward an information/

knowledge-based economy and society, global-

ization of the economy and society, expectation

for the economic role for higher education,

competition in higher education, and demands

for accountability in higher education. These

factors have structural implications for both

society and higher education; thus, they provide

the context in which other conditions and

trends will operate in the coming decade. In

short, they not only present opportunities and

threats for the University, but also provide the

context in which other conditions and trends

must be assessed as opportunities or threats

to the University’s future.

t

EXTERNAL SCAN: HIGHER EDUCATION AND FIU IN THE 21ST CENTURY

4721/Millenium Plan Insert 5/7/07 11:54 AM Page 1

FLOR IDA INTERNAT IONAL UN IVERS ITY

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The three remaining forces are of critical

importance, but they do not meet the criteria of

being global in nature. The forces are economic

and financial conditions and trends: the needs,

wants, and expectations of students; the

employment market and society; and the image

and reality of Miami-Dade County and FIU.

DRIVING FORCESThree of the Driving Forces focus on

developments in general society, including

the economy:

1. Information/Communication Technology(I/CT): The continued development of

I/CT and its application to all activities is

reducing the barriers of time and space and

changing the delivery of services, including

all aspects of University administration and

the teaching-learning process.

2. Information/Knowledge-BasedEconomy and Society: The continued

emergence of an information, knowledge-

based economy and society is changing the

expectation we have for social institutions,

including higher education. This development

is characterized by a shift from an industrial

economy to a service and information/

knowledge-based economy. More people will

become involved in the generating, collecting,

storing, editing, retrieving, analyzing, and

transforming data into information.

3. Globalization: The continued globalization of

economic and social activities is increasing

the interaction between and the interdepen-

dencies among nations. Globalization is

characterized by the number of people and

activities that cross national borders and

the resulting decrease in the importance of

national borders for many economic and

other social activities.

The next three Mega-Driving Forces

specifically relate to higher education:

4. Increased Economic Role of HigherEducation: The shift to information,

knowledge-based economy is increasing the

economic value of competencies (knowledge,

attitudes, and skills) traditionally associated

with higher education. Current projections are

that as many as 9 out of 10 new jobs will

require more than a high school education.

This development has generated an increased

emphasis on the relationship between

education and the economy and expectation

for institutions of higher education (partic-

ularly public institutions) to contribute to the

economic development of local, state, and

national economies as well as the economic

advancement of individuals.

5. IncreasedCompetition: Competition is increasingfor the education and training services traditionally

associated with higher education. Increases in


MILLENNIUM STRATEGIC PLAN

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competition are characterized by entry of new

competitors into the field of higher education.

Three of these entities can be already identified:

a) corporate universities, b) movement of

competitors (traditional or new) into newmarkets

because I/CT reduces the limits of time and

space, and c) the emergence of new approaches

to the certification of competencies that will

challenge the role of traditional academic degree

programs as the primary certification process.

6. Increased Consumerism and Accountability:Major clients and stakeholders (students,

parents, employers, and society) are

increasing their use of consumerism

principles (the application knowledge-based

assessments) to make choices about higher

education issues. This trend is reflected in

increased demands for accountability.

The Driving Forces are not only independent

developmental trends but also interact with

each other to produce a system that reinforces

continued development in each area. They

reinforce change in one direction (either growth

or decay) with even more change. This process

is represented in Figure 1, .

The following example illustrates how growth

in I/CT affects other societal forces:

■ The continued growth of I/CT encourages its

use in all sectors of human activity and

stimulates movement toward a knowledge-

based economy and society. In turn, the

increased dependence on I/CT encourages

additional technological development.

■ The continued growth of I/CT encourages the

globalization of the economy and society by

reducing the historical limits of time and

space. In turn, the increased dependence on

I/CT for global transactions encourages its

continued development.

■ The continued growth of I/CT encourages

the growth of competition for the education

and training services traditionally associated

with higher education by making it possible

for service delivery to expand beyond

traditional geographic markets as well as

enabling new competitors to enter the field. In

turn, the growth in competition encourages

the demand for more advanced I/CT.

The external scanning process made it clear

that the FIU community must be prepared for an

economy and society that is characterized by:

■ Increased development and use of information

and communication technology

■ Increased reliance on the use of information/

knowledge in the economy and in society at large

■ Increased globalization of the economy

and society



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■ Increased expectation for linkages between

higher education and economic development

for individuals and for local, state, and

national economies

■ Increased competition to provide the

educational programs, research, and service

traditionally provided by institutions of

higher education

■ Increased expectation that institutions of

higher education will be able to demonstrate

their capabilities and effectiveness

7. Economic and Financial Conditions andTrends: The external scanning process also

provided insights concerning the economy and

financial factors that are likely to impact the

future development and success of the

University. These factors indicate that the

economic growth (at all levels) will be lower

than during the past decade and that

competition for funds is likely to increase. The

following conditions and trends were identified

as major factors in the economic environment

FIU will face during the coming decade:

■ The global economy is a reality and global-

ization is likely to increase rather than

decrease

■ Economic growth is expected to be slower at

all levels (national, state, and local) than

during the past decade

■ Financial support for higher education at all

levels is not expected to increase signifi-

cantly during the coming decade. In fact,

the amount of funding may decrease in

constant dollar terms

■ Philanthropic giving is not expected to

increase and may decrease, at least in

terms of constant dollars

8. Needs, Wants, and Expectations:Students, the Employment Market, andSociety: The scanning process also identified

a number of conditions and trends in the

external environment of the University that

relate to the needs, wants, and expectations

of students, society, and the employment

market for institutions of higher education.

CONTINUED DEVELOPMENT OFRELIANCE ON INFORMATION

COMMUNICATION TECHNOLOGY

CONTINUED GROWTH OF ANINFORMATION/KNOWLEDGE-BASED ECONOMY & SOCIETY

CONTINUED GLOBALIZATION OFTHE ECONOMY AND SOCIETY

INCREASED EXPECTATIONSFOR ACCOUNTABILITY IN HIGHER EDUCATION

INCREASED ROLE ANDEXPECTATIONS FOR HIGHEREDUCATION IN ECONOMIC

DEVELOPMENT

INCREASED COMPETITION IN HIGHER EDUCATION

FIGURE 1: THE INTERRELATEDNESS OF DRIVING FORCES IN SOCIETY AND HIGHER EDUCATION



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There are four major factors that will impact

the availability of students and potential students:

■ Increasing numbers of traditional college

age students at the local, state, and

national level who will seek a college

education – the Mini-Boom

■ The continued aging of the American population

will increase the number of individuals

interested in adult education experiences

■ The continued increase in the number of

international students seeking to attend

college in the United States

■ Changes in employment patterns will

increase the number of individuals who need

to be re-educated or retrained in order to

compete in the employment market. These

individuals will be adult learners who are

focused on outcome-oriented education that

directly enhances their skills and increases

their opportunities for employment

At least two factors will impact the

educational needs, wants, and expectations of

students and potential students at FIU during the

coming decade:

■ The increased number of students entering

the higher education system from the

Internet generation. As such, they will enter

with more computer skills, expect more

computer-assisted instruction, and need

more computer-related skills to compete in

the digital labor market and to be successful

in their careers.

■ During the coming decade, FIU will continue

to rely on graduates from the Miami-Dade

County Public Schools (MDCPS) as the

major source of undergraduate and graduate

students. Currently, graduates of MDCPS

provide approximately 80 percent of the FIU

student base – FTICs and community

college AA transfers. The characteristics of

future MDCPS graduates and their selection

of institutions of higher education to attend

will impact the future of FIU. At present,

some graduates of the MDCPS are under-

prepared for college level work compared

to statewide per formance averages for

standardized test scores and college

readiness assessments, including English

language skills.

In terms of the needs, wants, and expectations

of the social and economic market places, there are

at least three factors that will impact the content

and delivery of higher education:

■ The expectation that university graduates will

have basic academic and communication skills,

as well as an appreciation of arts, humanities,

sciences, and social sciences

■ The expectation that university graduates will be

able to demonstrate work-related competencies



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to solve problems, adapt to change,

communicate effectively, think critically,

synthesize materials, and work in teams

■ Increased expectations that university graduates

will have competencies required in the knowledge-

intensive economy in which they will work

9. Images and Reality of Miami-Dade Countyand FIU: The external scanning process also

identified factors related to the Miami-Dade

community and FIU that will need to be

addressed in order to achieve our vision

and goals:

■ The national image of Miami-Dade County

as a resort destination, with a service

economy, a weak public school system, an

ineffective government, and a high crime

rate discourages new business location or

relocation to the County

■ The desirability of Miami-Dade County as a site

for major new businesses is diminished

by continued urban sprawl

■ The lack of knowledge or misinformation

about FIU’s status and its accomplishments

diminishes our image. Despite our status as

Carnegie Doctoral/Research University –

Extensive, FIU is still viewed by some

members of the local and state community as

a local community college

■ The University Park and Biscayne Bay

campuses are located outside the center

city with limited public transportation

Tables 1-5 present a summary of the major

implications these nine factors have for higher

education and FIU.



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DDDDRRRRIIIIVVVVIIIINNNNGGGG FFFFOOOORRRRCCCCEEEESSSS 1111----3333 –––– GGGGEEEENNNNEEEERRRRAAAALLLL SSSSOOOOCCCCIIIIEEEETTTTYYYY IIIIMMMMPPPPLLLLIIIICCCCAAAATTTTIIIIOOOONNNNSSSS FFFFOOOORRRR HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN AAAANNNNDDDD FFFFIIIIUUUU

1.IIIInnnnffffoooorrrrmmmmaaaattttiiiioooonnnn////CCCCoooommmmmmmmuuuunnnniiiiccccaaaattttiiiioooonnnn TTTTeeeecccchhhhnnnnoooollllooooggggyyyy ■ Increased use of I/CT to accomplish work, learning,

(IIII////CCCCTTTT)))):::: The continued development of I/CT and enhance the delivery of educational services

and its application to all activities is reducing ■ Increased use of simulation models to conduct research activities

the barriers of time and space and changing ■ Increased opportunities for distance education and training

the delivery of services – including University ■ Increased commercial production of online courseware for all

administration and the teaching-learning process. educational levels

■ Increased need to update I/CT and associated skills

2.IIIInnnnffffoooorrrrmmmmaaaattttiiiioooonnnn////KKKKnnnnoooowwwwlllleeeeddddggggeeee----BBBBaaaasssseeeedddd EEEEccccoooonnnnoooommmmyyyy aaaannnndddd ■ Increased private-sector research efforts

SSSSoooocccciiiieeeettttyyyy:::: The continued emergence of an information/ ■ Increased workforce competencies including I/CT skills

knowledge-based economy and society is changing ■ Increased alternatives for certifying competencies –

the expectation for the role and performance of certificates vs. degrees

social institutions, including higher education. ■ Increased reliance on large-scale databases for economic

and research activities

■ Increased numbers of incoming students who have higher I/CT

competencies and expect higher levels of I/CT as part of their

educational experience

■ Increased employer expectations for higher levels of I/CT

competencies from graduates

3.GGGGlllloooobbbbaaaalllliiiizzzzaaaattttiiiioooonnnn:::: The continued globalization of ■ Increased global trend for organizations to seek strategic

economic and social activities is increasing the alliances with prestigious partners

interaction and interdependencies between nations. ■ Increased global transactions of all types including business,

tourism, education, and crime prevention

■ Increased use of international alliances to create virtual

organizations – including universities and campuses

TABLE 1: EXTERNAL ENVIRONMENTAL FACTORS: DRIVING FORCES – GENERAL SOCIETYt

HOW CAN FIU MAXIMIZE ITS SUCCESS IN A WORLD CHARACTERIZED BY:


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DDDDRRRRIIIIVVVVIIIINNNNGGGG FFFFOOOORRRRCCCCEEEESSSS 4444----6666 –––– HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN IIIIMMMMPPPPLLLLIIIICCCCAAAATTTTIIIIOOOONNNNSSSS FFFFOOOORRRR HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN AAAANNNNDDDD FFFFIIIIUUUU

4.IIIInnnnccccrrrreeeeaaaasssseeeedddd EEEExxxxppppeeeeccccttttaaaattttiiiioooonnnnssss ffffoooorrrr tttthhhheeee EEEEccccoooonnnnoooommmmiiiicccc ■ Increased expectation that higher education will directly

DDDDeeeevvvveeeellllooooppppmmmmeeeennnntttt RRRRoooolllleeee ooooffff HHHHiiiigggghhhheeeerrrr EEEEdddduuuuccccaaaattttiiiioooonnnn:::: The shift to contribute to the economic well-being of individuals, local communities,

an information/knowledge-based economy is increas- regions, and nations

ing the economic value of competencies (knowledge, ■ Increased expectation for I/CT competencies

attitudes, skills) traditionally associated with higher ■ Increased numbers of incoming students will expect higher I/CT

education. This trend leads to an increased emphasis on competencies and expect higher levels of I/CT as part of their

the role of higher education in economic development higher educational experience

not only for individuals but also for local, state, and ■ Increased employer expectation for higher levels of I/CT

national economies. competencies from graduates

5.IIIInnnnccccrrrreeeeaaaasssseeeedddd CCCCoooommmmppppeeeettttiiiittttiiiioooonnnn:::: Competition will continue to ■ Increased numbers of higher education providers (public, private,

increase for the education and training services and corporate) will compete for enrollments and resources

traditionally associated with higher education. ■ Increased availability of distance education opportunities and

virtual universities

■ Increased global competition for academically talented students

■ Emerging new technology and structures to certify individual

performance and competencies

6.IIIInnnnccccrrrreeeeaaaasssseeeedddd CCCCoooonnnnssssuuuummmmeeeerrrriiiissssmmmm &&&& AAAAccccccccoooouuuunnnnttttaaaabbbbiiiilllliiiittttyyyy:::: The use ■ Increased national and global emphasis on quality, effectiveness,

of consumerism principles and the application of efficiency, and improvement

knowledge-based assessments are being extended ■ Increased emphasis on the concept of “value added,” including

to decisions about higher education by students student-learning outcomes

and other stakeholders. ■ Changes in the funding structures of higher education, including

performance budgeting and the potential for a higher education

voucher system

■ Changes in the management structures of higher education to

emphasize accountability

TABLE 2: EXTERNAL ENVIRONMENTAL FACTORS: DRIVING FORCES – HIGHER EDUCATIONt



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CCCCOOOONNNNDDDDIIIITTTTIIIIOOOONNNNSSSS AAAANNNNDDDD TTTTRRRREEEENNNNDDDDSSSS

1.TTTThhhheeee gggglllloooobbbbaaaallll eeeeccccoooonnnnoooommmmyyyy iiiissss aaaa rrrreeeeaaaalllliiiittttyyyy aaaannnndddd gggglllloooobbbbaaaalllliiiizzzzaaaattttiiiioooonnnn ■ Increased numbers of major employers who seek employees

iiiissss lllliiiikkkkeeeellllyyyy ttttoooo iiiinnnnccccrrrreeeeaaaasssseeee rrrraaaatttthhhheeeerrrr tttthhhhaaaannnn ddddeeeeccccrrrreeeeaaaasssseeee.... who have a sense of global connectivity

■ Increased number of employees who can work in an

international context

2.EEEEccccoooonnnnoooommmmiiiicccc SSSSlllloooowwwwddddoooowwwwnnnn aaaatttt AAAAllllllll LLLLeeeevvvveeeellllssss:::: The national, state, ■ Fewer tax dollars available to support service areas, including

and local economies are expected to grow at slower higher education

rate than that experienced during the past decade. ■ Philanthropic giving remaining stable or decreasing in constant-

dollar terms

■ Increased numbers of individuals who seek higher education to

upgrade their competencies

3.SSSSttttaaaabbbblllleeee oooorrrr DDDDeeeecccclllliiiinnnniiiinnnngggg FFFFiiiinnnnaaaannnncccciiiiaaaallll SSSSuuuuppppppppoooorrrrtttt ffffoooorrrr HHHHiiiigggghhhheeeerrrr ■ Expecting institutions of higher education to do more with less

EEEEdddduuuuccccaaaattttiiiioooonnnn:::: Financial support (at all levels) for higher ■ Expecting institutions of higher education to be mission-focused

education is not expected to increase significantly with an increased emphasis on selective investment,

during the coming decade and may actually decrease effectiveness, and efficiency

in constant dollar terms. ■ Increased expectations that more of the cost of education and

research will be shifted to students, clients, and research contracts

■ Increased emphasis on selective investment, effectiveness, and

efficiency

4.SSSSttttaaaabbbblllleeee oooorrrr DDDDeeeecccclllliiiinnnniiiinnnngggg PPPPhhhhiiiillllaaaannnntttthhhhrrrrooooppppiiiicccc GGGGiiiivvvviiiinnnngggg:::: ■ Increased competition among service areas for the available

Philanthropic giving is not expected to increase and philanthropic dollars

may actually decrease during the next decade, at ■ Increased cost of obtaining philanthropic dollars

least in constant dollar terms.

TABLE 3: EXTERNAL ENVIRONMENTAL FACTORS: ECONOMICS AND FINANCIAL CONDITIONS AND TRENDSt



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IIIINNNNCCCCRRRREEEEAAAASSSSIIIINNNNGGGG DDDDEEEEMMMMAAAANNNNDDDDSSSS FFFFOOOORRRR HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN

1.TTTThhhheeeeMMMMiiiinnnniiii BBBBoooooooommmm:::: There will be an increase in the number of traditional ■Expectation that institutions of higher education

college age students at the local, state, and national level. (particularly public institutions) will serve larger

numbers of students

2.AAAAggggiiiinnnngggg ooooffff AAAAmmmmeeeerrrriiiiccccaaaa:::: The “baby boomers” will be nearing retirement age. ■ Increased numbers of individuals who seek learning

opportunities but not necessarily degrees

3.IIIInnnnccccrrrreeeeaaaassssiiiinnnngggg NNNNuuuummmmbbbbeeeerrrrssss ooooffff IIIInnnntttteeeerrrrnnnnaaaattttiiiioooonnnnaaaallll SSSSttttuuuuddddeeeennnnttttssss:::: The number of international ■ Increased opportunity for FIU to serve

students attending college in the U.S. has increased during the past international students

ten years, and that trend is expected to continue.

4.CCCChhhhaaaannnnggggiiiinnnngggg CCCCaaaarrrreeeeeeeerrrr PPPPaaaatttttttteeeerrrrnnnnssss:::: Changes in employment patterns (more career ■ Increased numbers of individuals seeking career-oriented

changes for more individuals) will increase the number of individuals learning opportunities but not necessarily formal degrees

who need additional education or retraining in order to compete.

SSSSTTTTUUUUDDDDEEEENNNNTTTT NNNNEEEEEEEEDDDDSSSS,,,, WWWWAAAANNNNTTTTSSSS,,,, AAAANNNNDDDD EEEEXXXXPPPPEEEECCCCTTTTAAAATTTTIIIIOOOONNNNSSSS

5.TTTThhhheeee IIIInnnntttteeeerrrrnnnneeeetttt GGGGeeeennnneeeerrrraaaattttiiiioooonnnn:::: Increasing numbers of incoming students ■ Increased numbers of students who enter college with

will be members of the Internet generation. computer skills and expectations for access to and the

use of information technology

6.TTTThhhheeee LLLLooooccccaaaallll MMMMaaaarrrrkkkkeeeetttt:::: The Miami-Dade County Public Schools ■ Increased need for the University to enhance the academic

will continue to be a major source of students (FTIC and AA competencies of incoming students and ensure the

transfers) for FIU. Their characteristics and their selection competitiveness of our graduates

of institution of higher education will impact the future of FIU.

7.EEEEdddduuuuccccaaaattttiiiioooonnnn ffffoooorrrr LLLLiiiiffffeeee vvvvssss.... EEEEdddduuuuccccaaaattttiiiioooonnnn ffffoooorrrr CCCCaaaarrrreeeeeeeerrrr:::: Society will continue to expect ■ Increased emphasis on career-oriented education by

university graduates to be prepared for participation in civil society and students, employers, and funding sources. This will create

to have basic academic and communication skills as well as an appreciation conflicting messages

of arts, humanities, natural sciences, and social sciences.

8.EEEEmmmmppppllllooooyyyymmmmeeeennnntttt RRRReeeelllleeeevvvvaaaannnncccceeee:::: Employment markets will increase expectations ■ Increased need for higher education to demonstrate its

that university graduates possess work-related competencies. value to career development as well as life-enhancing

competencies

9.TTTThhhheeee IIIInnnnffffoooorrrrmmmmaaaattttiiiioooonnnn aaaannnndddd DDDDiiiiggggiiiittttaaaallll EEEEccccoooonnnnoooommmmyyyy:::: The first decade of the ■ Increased expectations by students and employers that

century will see continued shifts in the nature of the universities will provide the computer-related skills and

employment market toward a knowledge-intensive economy. experience needed in the emerging digital economy

TABLE 4: EXTERNAL ENVIRONMENTAL FACTORS: NEEDS, WANTS, AND EXPECTATIONS –

STUDENTS, THE EMPLOYMENT MARKET, AND SOCIETYt



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1.NNNNeeeeggggaaaattttiiiivvvveeee IIIImmmmaaaaggggeeee:::: Miami-Dade County has a national ■ The need to enhance the image of Miami-Dade County and

image as a resort destination with a weak public to improve the educational system

school system, ineffective governments, and a high

crime rate.

2.LLLLiiiimmmmiiiittttssss ttttoooo GGGGrrrroooowwwwtttthhhh:::: The desirability of Miami-Dade ■ The need to serve students under the constants of urban sprawl,

County is diminished by continued urban sprawl, traffic congestion, and poor mass transportation

threats to the natural habitat, and the availability of

a quality water supply.

3.IIIImmmmaaaaggggeeee LLLLaaaagggg:::: The lack of knowledge and misinformation ■ The need to reduce the gap between the image and reality of FIU

about FIU and its accomplishments diminishes our

image. For example, despite its status as

Carnegie Doctoral/Research University-Extensive,

FIU is still viewed by some members of the local

and state community as a college, exclusively

serving the local community.

4.AAAAcccccccceeeessssssss aaaannnndddd EEEExxxxppppaaaannnnssssiiiioooonnnn:::: The University Park and ■ The need to increase space and accessibility of the University

Biscayne Bay campus locations, outside the city

center with limited public transportation, create

access problems for students, potential students,

and the general community.

TABLE 5: EXTERNAL ENVIRONMENTAL FACTORS: IMAGE AND REALITY OF MIAMI–DADE COUNTY AND FIUt



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The internal scan was designed to identify factors in

the internal environment of the University that could

help or hinder the future development or success

of the University. To address the impact of these

factors, we focused our attention on educational

outcomes and the processes necessary to achive

the desired outcomes/results. The components are

as follows:

OUTCOMES/RESULTS

Focus on performance measures that indicate

the impact of our efforts and that are important to

our primary stakeholders: students, employers, and

the community as well as those who benefit from our

research and those who provide our funding. This

component of the internal scan involves student

learning outcomes, community engagement,

academic reputation, and research outcomes.

ACADEMIC PROCESSES

Involve five performance areas: the

teaching-learning process, faculty performance,

indicators of quality, institutional performance

outputs, and the nature and scope of academic

and research programs.

SUPPORT SERVICE PROCESSES

Focus on five core areas: human resource

processes and infrastructure, the physical

environment, information technology

infrastructure, acquisition and distribution of

goods and services, and the development and

maintenance of a University culture which

encourages performance excellence as well as

engendering the appreciation of intellectual and

cultural diversity.

FINANCIAL INFRASTRUCTURE

Focuses on the University’s ability to acquire

financial resources and the manner in which those

funds are expended in support of the University

mission, vision, goals, and strategic themes.

INSTITUTIONAL LEARNING

AND IMPROVEMENT

Focus on four core processes: the

recruitment and professional development

of the faculty and staff, the acquisition and

appropriate use of technology, improvement of core

processes and operations, and continuation of a

quality-oriented culture.

t

INTERNAL SCAN: INSTITUTIONAL CAPABILITIES AND CHALLENGES



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1. OUTCOMES/RESULTSInstitutional outcomes are the results (impacts, effects) achieved by the University. These

results are achieved through a series of means-ends relationships involving inputs (resources),

work activities, and outputs (the amount of work completed or work product produced). This

component of the internal scan focused on outcomes important to our primary stakeholders:

students, employers, and the community. It includes four key performance areas: student

learning outcomes, community engagement, academic reputation, and research outcomes.

1A. Student Learning OutcomesStudent learning outcomes address two major questions concerning students: What do they know,

what can they do. Data from a variety of sources were used to develop answers to these questions.

Assessing student learning outcomes is new to higher education. This process not only provided

data about current performance but also helped identify the need for additional measures.

Strengths: The results of the internal scan revealed thatmost graduates were satisfied with the

quality of education they received at Florida International University. Our ability to assess performance

has been enhancedwith the implementation of three new initiatives: an Institutional Effectiveness

Program, Academic Program Reviews, and a Continuous Quality Improvement Survey Program.

Opportunities for Improvement: The primary areas identified for institutional improvements

involve the systematic collection, analysis, and use of data to enhance student learning.

1B. Community EngagementCommunity engagement is based on the concept of the University as “citizen” in the same

way that private sector organizations emphasize the concept of corporate citizenship and

economic development. As such, it encompasses the role of the University as an agent

of democracy and involves developing and implementing effective partnerships with

Teams of faculty and staff carried out the internal scanning activities. There were separate teams for each of the five

performance areas. The work of the five teams resulted in a comprehensive report, Assessing Our Capacities. The report

identified key performance areas for each of the five major components of the model and presented details concerning

institutional strengths, opportunities for institutional improvements, and implications for the University’s performance. The

following material is a synthesis of the findings presented in Assessing our Capacities and identifies the challenges to the

University community.

1A-INSTITUTIONAL CHALLENGE: How

can we institutionalize a performance

assessment system that enhances the

University’s performance in three areas:

first, meeting the needs, wants, and

expectations of our students and other

stakeholders; second, documenting our

performance for stakeholder accounta-

bility; third, obtaining the performance

feedback required to identify the opportu-

nities for improvement needed to remain

competitive inan increasingly competitive

higher education environment?

1B-INSTITUTIONAL CHALLENGE: How

can we develop and implement a

comprehensive institutional community

engagement plan while continuing to

encourage the individual efforts of

students, faculty, and staff?



14

constituents, at the local level and throughout the world, to address social, economic, and

environmental needs.

Strengths: The University has a history of community involvement that goes back

to its birth. Institutional efforts in this area are represented in the work of University

departments and over 51 centers and institutes as well as the efforts of individual

students, faculty, and staff.

Opportunities for Improvements: The University does not have a systematic approach

to the issue of community engagement. We lack an institutional definition of the term

community engagement that specifies the nature and scope of engagement activities. As a

result, we also lack an institutional plan to infuse engagement-related concepts and

activities into the teaching, research, and service agendas of the University and to clearly

establish a reward structure that systematically recognizes the value of community

engagement activities.

1C. Academic ReputationThe issue of academic reputation provides insights concerning the assessment of the

University by students, other stakeholders, and peers. Academic reputation is important

because it impacts a variety of decisions such as attendance and funding.

Strengths: The Carnegie Foundation recognizes FIU as a Doctoral/Research University-

Extensive. The University now has a Phi Beta Kappa chapter. Some programs have achieved

high national rankings. The University is nationally ranked by the Hispanic Association of

Colleges & Universities and Black Issues in Higher Education for its achievements in terms

of minority enrollment and degree productivity.

Opportunities for Improvement: The internal scanning process identified a number

of limitations in terms of academic reputation. The age of the University limits the

historical opportunities for distinction, and few programs are nationally ranked. We do

not have an institutional plan to select and support programs to achieve recognition.

Our academic reputation does not always fully reflect our achievements, even in the

local community.

1C-INSTITUTIONAL CHALLENGE: How

can we develop and implement plans

that address the following issues:

improving the competencies of all

students, assuring the competitiveness

of our graduates, enhancing research

funding opportunities, creating a

selective investment plan for programs

of distinction, and communicating the

University’s accomplishments?



15

1D. Research Outcomes

Research outcomes focus on the dimensions of sponsor satisfaction and the impact of the

research produced by members of the University community.

Strengths: Between 1994-1995 and 2000-2001 fiscal years, sponsored research

expenditures grew from about $22 million to more than $61 million. Continuous growth is an

indicator of funding source satisfaction with the quality of research and training outcomes

provided by members of the University community. We have recently initiated a means of

obtaining feedback on the satisfaction of those who award us contracts and grants.

Opportunities for Improvement: The university needs to focus on two areas to improve

its performance and research outputs. First, the proportion of research and training costs

funded out of E&G funding (e.g., faculty time, student waivers) is higher than at other SUS

research institutions. This difference is reflected in the ratio of sponsored research and

development expenditures per state-funded research expenditures. The FIU ratio is the

second lowest among research universities in the SUS and is substantially lower than the

ratio achieved by UF. Second, the University does not have a systematic means to obtain

feedback concerning the social impact of research and training projects.

2. ACADEMIC PROCESSES

The academic processes focus on five performance areas: the teaching-learning process,

faculty characteristics and performance, indicators of academic quality, institutional

performance outputs, and the nature and scope of academic and research programs.

2A. The Teaching-Learning Process

The teaching-learning process is the core process of the University. Performance data in this area

come primarily from students and alumni.

Strengths: Current graduating student and alumni surveys indicate high levels of

satisfaction with the academic experience at FIU, including satisfaction with their overall

academic experience, departmental programs, and major professors. Survey results indicate

that 93 percent of the respondents felt “intellectually challenged” and that 87 percent would

recommend FIU to a relative or friend. Positive assessments of the teaching-learning process

1D-INSTITUTIONAL CHALLENGE: How


cost-effective selective investment

program for institutional investments

in research activities and increase the

return rate on research investments?

How can we develop a cost-effective

system to obtain feedback concerning

funding source satisfaction and

research project impact?


canweenhance our academic programs

andsupport systems so thatwe areable

to compete for the best students,

involve more undergraduate students in

faculty research activities, use

information technology to enhance the

teaching-learning process, and ensure

that our graduates are competitive on a

national and global basis?



16

are also reflected in student course evaluations and in the conclusions drawn from a series of

Millennium Meetings with students and alumni conducted by President Maidique.

Opportunities for Improvement: Data currently available are not sufficient for trend analysis or

to compare University results with satisfaction surveys at other institutions. The University has a

larger proportion of part-time students than other SUS research universities. Part-time students

tend to have a lower rate of participation in University activities than full-time students. Research

has demonstrated a positive relationship between levels of participation and student academic

performance. The University does not have an institution-wide program to involve undergraduate

students in faculty research activities. This limitation stands out given the continuing national

emphasis on linking research activities to the undergraduate educational experience. Finally, the

use of information technology, including web technology to increase access and to enhance the

teaching-learning process, is limited.

2B. Faculty Characteristics and PerformanceThis section focuses on faculty-related issues such as level of preparation, involvement in

undergraduate instruction, and professional performance involving research activities.

Strengths: Approximately 80 percent of the faculty have doctorates or terminal degrees in

the appropriate fields. The recent SACS self-study affirmed that the faculty members are

qualified to teach in their assigned fields. The total dollars received in contracts and grants

increased throughout the last decade. In 2000-2001, FIU faculty received more than $64

million in contracts and grants. This amount represents a return of more than $107,000 per

tenured and tenure-earning faculty member.

Opportunities for Improvement: The proportion of undergraduate courses taught by ranked

faculty is lower and the proportion taught by adjuncts is higher than other SUS research

institutions. The average salary for ranked faculty at Florida International University is lower than

that at other SUS research institutions, and lower than the average salaries reported by public

universities by the American Association of University Professors (AAUP) salary survey. This

difference may be a significant issue in the near future because a considerable proportion of the

faculty and staff will be eligible for retirement in the next few years. The University’s contracts and

grants return on investment is less than that of our peer SUS institutions.


can we increase the involvement

of ranked faculty in undergraduate

instruction and involve more

undergraduate students in faculty

research activities? How can we

prepare the University community for

significant turnover in faculty and staff

and for the associated replacement

costs? How to develop and implement

a cost-effective, selective investment

program for institutional investments

in research activities?



can we attract and retain more

academically talented students and

develop learning opportunities that will

maximize the academic competencies

of all of our students?


17

2C. Institutional Quality Academic IndicatorsMaterial in this area focuses on performance areas that are indicators of the nature and quality of

University inputs such as library resources and student characteristics.

Strengths: Recently, FIU received national recognition in the following areas: designation by

the Carnegie Foundation as a a Doctoral/Research University-Extensive and approval to establish a

chapter of Phi Beta Kappa.

Opportunities for Improvement: FIU library holdings have grown in recent years, but they are

still substantially behind those at major research institutions in the SUS. More than 75 percent of

the student body come from a single county, a substantially higher figure than that at other

research institutions in the SUS. The performance of FIU students on standardized admission tests

is the lowest of the SUS research institutions. With the exception of the National Hispanic Scholars

Program, the University has had limited success in attracting national scholarship recipients.

2D. Institutional Performance OutcomesThis area focuses on how well the University does in terms of retaining students and graduating

them within reasonable time frames.

Strengths: The University’s graduation and retention rates for FTIC and AA transfer students

are comparable to the other SUS research universities with a high proportion of part-time students.

A special FIU undergraduate retention study concluded that the University outperforms most SUS

institutions in FTIC first-year and second-year retention. FTIC retention rates in the second and third

years compare favorably to other SUS institutions with a higher proportion of part-time students.

Opportunities for Improvement: The total number and proportion of academically talented FTIC

students (SAT scores of 1100 plus) is limited, and we lose a significant percentage of these

students before they graduate. The University also loses a significant proportion of transfer

students who have an FIU GPA of 3.0 or better.

2E. Nature and Scope of Academic and Research ProgramsThe nature and scope of academic and research programs provide the foundation for student

instruction, research, and community engagement.


can we develop and implement

programs to broaden the geographic

base from which students come,

enroll more academically talented

students, and ensure that our

graduates possess the intellectual

and personal competencies needed to

compete with graduates in their fields

throughout the world?



18



comprehensive human resource plan,

including a human resource succession

plan designed to meet the University’s

human resource needs in an effective

and efficient manner, to address

the salary compensation gap, to

improve performance, and to enhance

employee satisfaction?

2E-INSTITUTIONAL CHALLENGE: How

can we develop and support the effort

to obtain approval for a medical school?

How can we develop and implement a

“special initiative” program focused on

the selection and support of selected

academic and research programs to

achieve national and international

distinction? How can we enhance the

opportunities for the creation and

the support for multidisciplinary and

interdisciplinary programs?

Strengths: At present, the University has well established colleges and schools offering 24

Ph.D. programs. Proposals for nine additional Ph.D. programs are on the SUSMaster Plan. As of

2002, 90 of the 95 programs eligible for special accreditation were accredited (95 percent). In

addition to the research efforts of individual faculty, the University’s centers and institutes provide

a foundation for research initiatives. For example, research efforts have been recently established

in biomedical sciences and biomedical engineering.

Opportunities for Improvement: The University does not have a medical school, nor does it

have prospects of gaining approval to establish a medical school in the near future. The institu-

tional initiative to identify and support selected programs to achieve national distinction is in its

early stages. The number of interdisciplinary or multidisciplinary programs within the University is

limited. Given the increase in interdisciplinary and multidisciplinary research activities throughout

the world, this emerging issue needs special attention.

3. SUPPORT SERVICE PROCESSES

The internal scan of Support Service Processes focused on five core performance areas:

human resource processes and infrastructure, the development and maintenance of the

physical environment of the University, information technology, the acquisition and

distribution of goods and services needed to support academic programs, and the

development and maintenance of a University culture that encourages per formance

excellence by students, faculty, and staff and engenders the appreciation of diversity.

The importance of the support service area was confirmed by the results of the

Millennium Meetings conducted by President Maidique with faculty, staff, and students.

The report on these effor ts concluded institutional infrastructure was the primary

concern of students, faculty, and staff.

3A. Human Resource Processes and Infrastructure

Strengths: The University is installing new computer software to aid in the processing of human

resource data. The new governance structure for SUS universities increases the University’s

flexibility to make personnel decisions at the local level. As a member of the SUS, the University has

an employee benefit package that is competitive with that of private sector companies.



19

Opportunities for Improvement: The University lacks a comprehensive employee

staffing, development, and succession plan. This plan is needed to assist the University

in preparing for the staffing and financial issues associated with the loss of personnel

through the DROP Program (Deferred Retirement Option Program) and other forms of

retirement. The University salary structure for faculty is not competitive with the salary

structures at other SUS universities and is not competitive with the local economy in

many technical areas. Although the University has just initiated an employee satisfaction

survey, baseline data for comparisons is not available, and a systematic plan for the use

of the data in improvement processes is not in place.

3B. Physical Environment – InfrastructureThis section focuses on the condition of the University’s physical plant, the adequacy of space, the

construction and maintenance costs, and the policies that govern facilities management.

Strengths: The University has flexibility in building design and is able to implement

performance contracts based on cost justification. A state program provides 100 percent

matching of private construction funds. In addition, the state provides Plant Operations &

Maintenance (POM) funds and a guaranteed minimum level of financial support for eligible

footage.

Opportunities for Improvement: At present, there is no provision for the integration of the

Facilities Master Plan and the Millennium Strategic Plan. The state funding available for

construction is not sufficient to allow the University to meet the state standards for space.

Because of this shortage, the University is below state standards in nine out of ten space

categories. The opportunities for obtaining construction funds from alternative sources are

limited. Moreover, room for horizontal expansion of the University Park campus is limited and

vertical expansion is more costly. Funding for minor projects and deferred maintenance is

inadequate to meet existing and emerging needs of the University. POM funds appropriated for

eligible areas must also be used to service non-eligible areas such as rented space. An

additional concern for the University stems from the fact that the University Park campus area is

subject to flooding during major storms, and a comprehensive plan to reduce the risk of flooding

needs to be developed. Finally, utility costs have increased and are expected to continue to

increase during the coming years without compensating increases in state funding.


can we increase the amount of space

available for instruction, research, and

support services while managing the

physical environment in an effective,

efficient, and sustainable manner?



20

3C. Information Technology InfrastructureThis area focuses on the information technology infrastructure and its ability to meet the instructional,

research, and administrative needs of the University, and the quality of information technology

support services.

Strengths: The University has established alliances with high technology service

providers, including alliances with Global Crossing and the Network Access Point (NAP) of

the Americas. These alliances are intended to enhance the University’s Internet access

and capabilities. The University is installing an enterprise data system designed to aid in the

processing of human resources, student services, and selected financial applications.

Opportunities for Improvement: The new system will not be fully operational until 2004.

We lack a university-wide image processing capability to facilitate data input in critical areas

such as the Admissions and the Controller’s offices. At present, the University lacks

systematic data concerning the information technology needs to support the academic,

research, and administrative activities of a research university and the gap between our

current capabilities and our emerging needs. As a result, we currently lack a plan to close

that gap. The University also lacks systematic data regarding the quality of computer-related

services it provides. The salary structure for information technology employees is not

competitive with the salary structure in the local market.

3D. Acquisition and Distribution of Goods and ServicesActivities in this area include purchasing and academic support services (i.e. Admissions,

Registration, Financial Aid, and Controller’s offices).

Strengths: The University has implemented a computer-based purchasing system that

eliminates the need for hard copies of orders and invoices. The University uses a computer-

based degree audit system (Student Advising Support System) to process student academic

degree requirements.

Opportunities for Improvement: Systematic data concerning performance (cycle time,

error rates, etc.) in these areas are not available. The University does not have a system-wide

document scanning system to facilitate data entry and exchange. The availability of customer


can we develop and support the

technology and human resources needs

to provide effective and efficient

support services for Purchasing,

Admissions, Registration, Financial Aid,

and the Controller’s offices? How can

wedevelop, implement, and support the

performance feedback systems needed

to maintain quality service delivery and

customer satisfaction?


can we develop and support programs

to make effective, efficient use of our

alliances with Global Crossing and the

Network Access Point of the Americas.

How to identify the University’s

emerging information technology

needs and develop programs and

funding to meet those needs? How can

we increase the quantity and quality

of information technology support

services?



21

satisfaction data is also limited. Student satisfaction data indicate that there is room for

improvement in this area.

3E. Institutional Culture

This area focuses on the University’s ability to maintain and enhance a university culture

that encourages performance excellence and engenders the appreciation of intellectual and

cultural diversity.

Strengths: Programs focused on quality and student-life issues have been initiated. Living

and Learning Communities have been initiated with students living in University housing. There

are plans to expand this program. A quality improvement program (primarily surveys) designed to

obtain satisfaction data from students and other stakeholders has been initiated. The University is

increasing the availability of on-campus activities and support services for students. The University

supports programs focused on diversity issues, particularly through the Division of Student Affairs.

Opportunities for Improvement: The quality improvement program is new; therefore, trend and

comparative data are not available. The University does not have a formal plan to institutionalize the

systematic use of the results obtained from these processes. Developing the culture of FIU is

complicated by major differences in the educational characteristics and needs of our undergraduate

students. The student body includes significant numbers of students in the following categories:

full-time and part-time students, first-time-in-college students, transfer students, and returning

students. These populations may require a variety of student support services to meet their

academic and student-life needs. The best available information indicates a limited sense of

engagement and identification with the University on the part of students and alumni. This lack

of engagement is reflected in results provided by graduating senior surveys. Responses to an

employment survey indicate that important aspects of the work culture can be improved.

4. FINANCIAL INFRASTRUCTURE

The financial infrastructure includes the University’s ability to raise funds and themanner in which

funds are expended in support of the University’s mission, vision, goals, and strategic themes.

Strengths: FIU is part of the Florida SUS and is supported by the Florida Legislature. For

2000-2001, funding from the state was about $219 million. During the last ten years, the

3E-INSTITUTIONAL CHALLENGE: How

can we institutionalize the quality

improvement program and use the

results to make improvements

throughout the University? How can

we develop, implement, and support

programs to meet the access and

learning needs of these four distinct

groups of undergraduate students?

4-INSTITUTIONAL CHALLENGE: How

can we secure E&G equitable SUS

funding? How can we establish and

maintain clear developmental and

funding priorities? How can we

enhance fund-raising capabilities?



22

University endowment and annual giving increased every year. In June 2000, the FIU

Foundation had $90.9 million in assets. The University has a continuous high growth rate

in contracts and grants funding. Between the 1994-1995 and 2000-2001 fiscal years,

sponsored research expenditures grew from about $22 million to approximately $61 million.

Continuous growth in the area is an indicator of funding source satisfaction with the quality

of research and training outcomes provided by members of the University community.

Opportunities for Improvement: FIU does not receive equitable funding from the SUS. In 1999-

2000, the University’s State General appropriation was approximately $18 million below the

equitable level. E&G expenditures per FTE student in 1999-2000 were lower than that at other

research institutions in the SUS. Given the current funding policies, lower funding per FTE student

makes obtaining increases difficult. The FIU endowment is the second smallest among SUS research

institutions and smaller than that of our benchmark institutions. The proportion of research and

training costs funded out of E&G resources (faculty time, student waivers, etc.) is higher than other

SUS research institutions; thus, we are subsidizing research and training activities at a higher rate

than our peer SUS institutions. The University does not have a systematic means to record and track

the amount or proportion of funds directly invested in our strategic themes.

5. INSTITUTIONAL LEARNING AND IMPROVEMENTInstitutional Learning and Improvement focuses on core processes needed to continue the

development and success of the University. They are the recruitment and development of faculty and

staff, the acquisition and appropriate use of technology, the use of data to improve core processes

and operations, and the development andmaintenance of a quality-oriented University culture.

5A. Staff and Staff CompetenciesThis area focuses on effor ts to enhance the competencies (knowledge, attitudes,

and skills) of faculty and staff and to improve the processes used to recruit, train,

and assess per formance.

Strengths: Staff members have a positive assessment of University efforts concerning

their personal development and supervisor support. The University has a comprehensive

training program in place.


can we address the staff uncertainty

concerning potential impacts of changes

in the governance structure of theSUS?

How can we develop, implement, and

support a comprehensive employee

staffing, development, and succession

plan as well as the database needed to

support these activities? How can we

enhance efforts to determine employee

satisfaction and use the data to initiate

improvement programs?



23

Opportunities for Improvement: Uncertainty exists among staff members because

of changes in the governance system for SUS institutions, the State Service First

Program, and the state’s focus on reducing its workforce through outsourcing

activities. The University lacks a comprehensive human resource plan and the

databases needed to support a plan. Investment in staff training and development

programs is not adequate to meet the needs. Because the existing training programs

make limited use of information technology, the staff has few alternative forms of

access to training material. The existing training programs offered by the University

provide limited opportunity for self-directed efforts such as web-based training

programs. The University does not have processes in place to systematically assess

employee satisfaction, employee competencies, training needs, reasons employees

leave, and employee suggestions for improvements. The use of the employee

performance evaluation process by managers is inconsistent and does not provide an

adequate foundation for career development planning.

5B. Information TechnologyThis area focuses on efforts to enhance the information technology infrastructure and the

associated support services.

Strengths: The University has purchased an enterprise software system to enhance data

processing in every area of the University. FIU is a member of the NAP of the Americas which will

support Internet traffic exchanges between the U.S., Latin America, Europe, and the

Caribbean. FIU also has an alliance with Global Crossing for access to bandwidth.

Opportunities for Improvement: Funding for information technology and its

support is limited and not competitive with benchmark institutions. The University

does not have a comprehensive database to provide systematic feedback concerning

the quality of information technology available, the accessibility of information

technology, and the emerging needs for information technology. The University does

not have a systematic means for tracking the quality of services (cycle time, error

rates, etc.) and the level of satisfaction with the goods and services provided by

University Technology Services.


can we develop, implement, and

support a comprehensive plan for

academic, administrative, and research

information technology initiatives?



24

5C. Continuous ImprovementThis area focuses on efforts to develop and maintain an institutional focus on improving the

quality of programs and services provided by the University.

Strengths: An Institutional Effectiveness Program that involves all units of the

University is in place. This program includes both academic programs and support services.

The University Institutional Effectiveness Committee reviews the results of these efforts

annually. A Continuous Improvement Survey Program is in place. This program provides data

on the assessment of the University by graduating seniors on an annual basis. The program

also includes alumni and employers. The University initiated quality improvement and

operational excellence programs, which focus on the quality of the programs and services

provided by the University.

Opportunities for Improvement: The three programs (Institutional Effectiveness, Continuous

Quality Improvement Surveys, and Operational Excellence) are all new. As a result, the University

lacks a historical database from which trends in the level and quality of performance can be

identified. We lack a systematic way of accessing data from other institutions that could be used in

an ongoing benchmarking program.

5D. Institutional CultureThis area focuses on efforts to enhance the development of a University culture that encourages

performance excellence and engenders the appreciation of intellectual and cultural diversity.

Strengths: Survey responses of graduating seniors in the Spring 2000 indicate positive

assessments of the University environment. Responses to an employee survey indicate that

staff members tend to have a positive view of the University and of their role in the

University’s activities.

Opportunities for Improvement: The three programs (Institutional Effectiveness,

Continuous Quality Improvement Surveys, and Operational Excellence) are all new. Because

they are new, we have not been able to identify trends in performance. We do not have a

vehicle for integrating the results of our various institutional improvement programs and


can we institutionalize and support

efforts to obtain insights into the

institutional culture and use these

insights to improve the academic and

social culture of the University?


can we build on the existing

foundation to institutionalize the use

of a performance assessment system

that allows us to meet the needs and

expectations of our students and

other constituents, to demonstrate

accountability to our constituents,

and to obtain the systematic

feedback to identify opportunities for

the improvement needed to remain

competitive?



25

incorporating them into the institutional decision-making processes. Data from the quality

improvement surveys indicates that both students and staff perceive negative aspects of the

University culture. Graduating seniors in the Spring 2000 expressed concern over the lack of

responsiveness of FIU administration and support services. Staff members also expressed

concern over important aspects of the University’s internal environment.�


NOTES



millennium stra tegic plan - gov2011.fiu.edu

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