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Discussion Report From May 2002 Gazette
STRATEGIC PLANNING MATRIX
Narrative Outline of Strategic Categories and Goals
Year Three: Three-Year Planning Cycle 2002-2003
MACRO STRATEGIC CATEGORIES
This cluster of four major categories provides thematic continuity for this three-year (2000-2003) planning cycle. These categories have been broad, generic targets throughout the previous three years and are represented both collectively and independently within the specific six “goal categories” listed here for academic year 2002-2003. The strategic goals within the six categories also represent incremental efforts to achieve these over-arching, three-year strategic categories.
I. Educational Partnerships: NJ Coastal Communiversity and Comprehensive Learning Centers
The initiation of the Coastal Communiversity occurred in September 2001 on the Lincroft campus. Through its first two semesters, the Communiversity has attracted over 1,000 inquiries with 300 students enrolling in Communiversity partner courses, plus an additional 400 students enrolling in Brookdale courses to complete pre-requisites prior to enrolling in Communiversity courses. Strategic planning for the first phase of the new “Brookdale Campus at Wall” (Camp Evans) took place in 2001-2002, and construction commenced at that site with full commitment to moving to the Brookdale campus at Wall by Fall 2002. Specific goals for 2002-2003 include completion of a full facility plan for the Brookdale campus at Wall, definition of long-term course and program offerings, and completion of organizational planning for the operation and management of the Communiversity in collaboration with the Communiversity Alliance Partners. Also, resource acquisition for the Communiversity will be high on the goal agenda.
Further, resolution of the use of the “Comprehensive Learning Center” at Freehold and possibly Northern Monmouth County will be a major priority of 2002-2003’s planning cycle. Facilities issues and acquisition of an improved site in Bayshore, as well as expanded curriculum at these “comprehensive” Centers, will be key, strategic issues.
II. One Brookdale: Cross-Functional Collaboration: Service, Marketing and Recruiting, Governance, Curriculum and Program Assessment, Research and Development
"One Brookdale” has been a key theme of the Strategic Planning Matrix for seven years. It is a progressive issue that influences virtually all elements of the College’s strategic initiatives. The concept is to establish automatic horizontal integration of services and activities produced by the institution and directed through the organization. It assumes cross-functional communication; efficient use of human and financial resources; broad awareness of institutional priorities versus vested interests; a high degree of integrated data systems, protocols, and procedures; as well as a general “culture” of “peripheral vision” through which the impact of any organizational action is seen as being significant or dependent in other organizational units.
Such commitment to collaborative, integrated action and leadership is a mandatory behavior for efficient organizations; and, it is a critical necessity in a complex organization seeking to affect multiple constituencies with common services.
III. Organizational Integration through Technology Enhancement
An extension of the second macro theme, this macro-strategy represents a specific, targeted approach to the facilitation of “One Brookdale.” It is grounded in the assumption that technological connectivity can facilitate integrated organizational behavior and enable multiple service providers to benefit and make the distribution of services to diverse clientele more efficient and effective.
This thematic strategy also underscores the critical importance of using technology as a “tool” versus being an “end in itself” as well as providing appropriate guidance and training to technology’s use both operationally and, especially, in academic venues.
IV. External Partnerships: Community and Corporate
This theme has had a significant influence on Brookdale’s strategic planning for over five years. The emphasis on “community” and “corporate” reflects a strong directive from the Board of Trustees to connect the College, its services and capabilities, with entities within our community and to enable direct impact to be felt by these entities from Brookdale’s many assets. Examples include the Asbury Park Task Force and the Monmouth County September 11th Resource Center. Also, the notion of “partnership” includes the College’s ability to require enhanced services and products through joint venture endeavors with vendors and providers of services to Brookdale. Evidence of these types of efforts include joint energy conservation measures with GPU (now Jersey Central Power and Light); New Jersey Resources; technology sharing with Datatel and Collegis/Eduprise; and direct collaboration with AT&T and Lucent.
The 2002-2003 Matrix Strategic Categories and Sub-Goals:
I. Academic Access and Development
This planning cycle will see strategic implementation of key academic initiatives as manifest in the revised Educational Services Master Plan (ESMP); new curricular strategies; and the melding of technology into academic coursework, program delivery, and academic staff development. A very specific target of the 2002-2003 planning year will be responding to the renewed call from business and political leaders for a renewed focus on mathematics, sciences, and technology education.
- Implement ESMP focused on the “learner-centered” environment, student success, learning outcomes assessment, and enhancement of diversity across curriculum. Complete/implement action plans.
The ESMP is grounded in the creation and strengthening of a “learner-centered” environment. Strategic efforts will follow to assure the fulfillment of that core value, as well as focus on student success. Further, a renewed commitment to the inclusion of materials within curricula that teach and represent multi-cultural understanding and insights will be made.
- Implement Year 1 of NJCC at the BCC campus at Wall; strategize and expand future programming. Focus on non-traditional student recruitment and retention.
The Brookdale campus at Wall (BCW) will open in September 2002. In addition to assuring the successful opening and implementation of this new learning center site, a Comprehensive Master Plan will evolve by June 2003 that details curricular offerings from Brookdale as well as the alliance of partners; it will also define the facilities needed to support these curricula. This plan will be the “platform” for advocacy for resources to develop succeeding phases of the BCW.
- Implement the ITSP II with specific focus on aligning the teaching/learning process, as defined in the ESMP, to drive deployment and use of technological tools.
The Information Technology Strategic Plan II is focused on integrating technology into teaching, curricula, and the classroom. This strategic activity for implementing the initial phases of ITSP II will occur primarily in 2002-2003.
- Re-examine core competencies for programs and courses, specifically math, science, and technology.
The Core Competencies developed campus wide in 1997-1998 require review and assessment to determine the extent to which they have been fully implemented. Specific focus will be given to the approach, across courses and curricula (programs), to assure appropriate and necessary inclusion and determination of proficiency in mathematics, science, and technology.
- Expand concept of “academic credentialing” and learning experiences appropriately responsive to CNA targets. Expand credit and non-credit offerings in math, science, technology, and teacher education.
The 2000-2001 Community Needs Assessment (CNA) identified a strong desire from students and employees for “credentialing” through certificate programs in a wide variety of fields. Specific “credentialing” issues also include the College’s potential response to the demand for access to teacher education and re-certification. The focus on mathematics, science, and technology may also be partly served through short-term certificate programs in applied vocational fields where such certification is deemed the appropriate credential.
II. Focus on “Growth” Model for Strategic Action
Demographic predictions through 2008 define a potential for 12-18% student enrollment growth for Brookdale Community College. Focusing strategic plans on capacity issues, as well as retention and maintenance of access, are key in this planning cycle. (The College has already absorbed a double-digit enrollment jump within the past 12 months.) Concurrent with the opportunity for growth is the necessity to foster it; to communicate and market clearly the College’s assets and opportunities available to a growing population seeking such services; and to manage efficient tools and systems to enable such growth to be appropriately managed and nurtured in a quality fashion.
A. Identify and prioritize growth initiatives: new programming; NJCC; learning centers; retention/marketing; SLC, distance education; credentialing, and alternate certifications. Strategize budget 2003-2004.
Strategic initiatives that are both driving growth and responding to it need to be efficiently and effectively coordinated and resourced. For this reason, early strategic planning activities for FY 2003-2004 should be resolved early in the next planning cycle. The “growth” factors that contribute to expanded headcount and FTE include the Communiversity, new academic programs, revised scheduling, the opening of the new Student Life Center, the learning centers, new initiatives in credentialing (see I.E), and the expansion of distance education options.
B. Plan for expanded enrollment potential; develop efficient, cost-effective strategies for scheduling; staffing; facilities; and support services.
These ongoing functions, especially scheduling and staffing, will require substantive and aggressive responses to the expected surging demands for access. The critical challenge will be for Brookdale to sustain its high quality environment in a cost-effective fashion while serving larger, incremental numbers of students.
C. Implement comprehensive collegewide strategies to enhance student retention and satisfaction per issues derived from the Student Satisfaction Inventory, the Faces of the Future and Graduate Follow-Up surveys, and the Guiding Principles for Communications with Students.
This planning cycle has emphasized “student satisfaction” and developing a “learner-centered” environment. The efforts at determining student satisfaction have yielded multiple illustrations of areas of opportunity to improve. Strategic actions must be defined to address these targeted areas, both to strengthen retention and to validate the articulated philosophy of “student-centeredness.”
D. Per strategies identified in the ESMP and ITSP, develop the next phase of web site access and portal-based services to facilitate access and open new markets.
As noted in I.C, the merger of goals from the ESMP and ITSP II will enable a consistent and integrated effort to support not only student learning, but also student access. Web-based access to enrollment services will be critical during the forecast “growth” period. It will be essential to implement the strategies identified in both planning documents to enable access, to an expanded number of students, through the College’s web site as a “portal” to services.
E. Strategize communications through the Brookdale Network and the marketing and promotion of the College’s “Vision, Values, Mission, and Goals.”
Expanded and enhanced communications through improved external marketing and representation is critical to our growth strategy. The Brookdale Network is a vital element in this initiative. Development of improved and broader “Brookdale-based” programming has and will improve community awareness of Brookdale’s programs and services.
II. Collaborative Initiatives
Effective use of resources and achievement of strategic goals will necessitate continued efforts at building more collaboration. This will be both internal and external with particular emphasis on collaborative ventures with other educational providers.
- Refine/expand collaborative initiatives and articulation with NJCC partners focusing on services, programming (see I.B), and staffing.
The broadening of the Communiversity portfolio must include services and integrated ventures between and among the alliance partners. Collaborative pursuit of grants and collaborative responses to student and corporate academic needs will be an important, added dimension of the expansion and development of the Communiversity.
- Improve articulation with all NJ higher education institutions through the New Jersey Statewide Transfer Initiative and other initiatives.
The New Jersey Transfer Initiatives (NJTI, formally referred to as ARTSYS) will be online in 2002-2003. The statewide network of transfer initiatives will facilitate articulation between and among all NJTI institutions. Through its ongoing implementation, Brookdale will have to review and improve its current articulation and transfer agreements and expand them both to other institutions and to additional programs within existing articulating institutions.
- Identify and initiate additional major collaborative efforts P-12 through graduate level, with emphasis on science, math, and technology curriculum development, and basic skills assessment and development.
With the emphasis on mathematics, science, and technology, the College will explore new ventures, partnerships, and collaborations with secondary as well as post-secondary institutions. A major priority of these efforts will be to address basic skills deficiencies of incoming students, specifically in mathematics.
- Expand and promote strategic partnerships with business and industry, as well as not-for-profit providers, as appropriate.
In the spirit of collaboration and expanded partnerships, the College will continue to identify prudent and appropriate joint ventures, partnerships, and collaborations with businesses and corporations. In addition, such ventures will be expanded with selected not-for-profit agencies whose activities and missions are consistent with Brookdale’s mission and goals. Such collaborations, however, must be joint ventures, not solely borne by Brookdale as the sole fiscal or managerial agent.
- Develop a cross-departmental approach to planning for initiatives in math, science, technology, and teacher education.
Consistent with the themes of cross-functional collaboration and organizational integration, this planning year will emphasize cross-departmental and cross-divisional efforts to address key, strategic academic targets, specifically mathematics, science, and technology as well as teacher education.
IV. Revenue/Expense Management
This cluster of goals relates to priorities with significant influence on the College’s fiscal operations. Also, the anticipation of tighter public resources at the State and local levels, over the next several years, mandates a continued, aggressive effort to improve cost-management, pursue alternative resource sources, and continuously evaluate the cost-benefit elements of any new or ongoing ventures within the context of “Vision, Values, Mission, and Goals.”
- Adopt the new accounting standards required by GASB for financial statements. Manage revenue and expenses for cost containment and promote increased efficiencies.
The GASB standards are now mandated for public, higher education institutions. The implications of their implementation are in the technical processes of the conversion of recording records and in the analyses of yearly data enabling accurate cost benchmarking. The College leadership must continue to track resource use and tie this to value-added impact. Such analysis must be carefully defined, appropriately modeled, and its results clearly communicated, as to methodology, to all organizational resource managers.
- Strategize and implement revenue initiatives for new Student Life Center, the Brookdale Network, the Gym, and other facilities as appropriate.
The opening of the Student Life Center in September 2002 (Phase 1) and January 2003 (Phase 2) represents one of the most ambitious ventures ever undertaken by Brookdale. From the very outset, the facility and its operation must be governed by a set of principles that validate its role as both a student life and community center; but, it must also immediately begin to generate revenue to off-set the debt service cost of the bonding used to construct it. Careful business planning and forecasting has determined that financial yield targets can be met in a relatively short time if proper business practices, marketing, and programming efforts take place. The 2002-2003 year will be a critical benchmarking year for this unique venture. Related to this major venture will be the need to continue a “revenue-focused” plan for utilization of the Brookdale Gym and efforts to achieve more underwriting from the programming of the Brookdale Network (which includes the Performing Arts Center).
- Develop grant proposals focused on ESMP identified priorities, including technology enhancement, student retention, partnerships, and business training.
Brookdale needs to activate an even more aggressive grants strategy than has existed to date. Such a strategy must be targeted to key areas identified as priorities through the
Matrix and the various tactical plans (ESMP/ITSP II) of the College. Specifically, opportunities for grants will be prioritized around ESMP areas, particularly those that are technology related. Also, high on the priority list will be efforts to enhance mathematics, science, and technology, student retention, partnership ventures, and business development and training.
- Implement Foundation and Alumni Association strategic plans with emphasis on Planned Giving and expansion of membership base.
Consistent with the aggressive resource pursuit articulated in this category is the ongoing efforts to strengthen external support through the Brookdale Foundation. In addition to the completion of the Bankier Library “Securing the Vision” campaign, emphasis will be placed on planned giving. Further, the effort to significantly expand the role of the Alumni Association and to evaluate and implement the utilization of this group for fiscal support will be a major focus of the College’s development office in 2002-2003.
- Improve capacity, efficiency, and revenue generation, and reduce costs, through collaborative efforts with contractors and vendors, and expanded use of technology.
Direct partnerships with vendors and contractors to improve efficiency and yield better outcomes has been extremely successful for Brookdale over the past decade. Priority needs to be given to the exploration of further efforts in this area that will, hopefully, lead to mutually beneficial outcomes with vendors and contractors. This approach is philosophical; it is grounded in a belief of collaboration and partnership versus an adversarial relationship. Efforts need to be furthered to formalize these conditions with the nature of the College’s contracts and bidding information. Such an open solicitation would, hopefully, encourage vendors and contractors to evaluate ways in which collaboration with the College could be mutually beneficial.
V. Organizational and Educational Quality Assurance
Brookdale has been and continues to be an organization representative of “quality.” Nonetheless, efforts to assure that quality is consistent and continuously improved upon are a critical aspect of sustaining our reputation and our integrity. Formal, mandatory review of the achievement of standards is best manifest in compliance with accreditation. 2002-2003 will see the review and submission of our Periodic Review Report (PRR) that will require intense organization-wide participation and review. Further the College needs to manage quality assurance through effective and on-going assessment; it needs to candidly monitor its own “Major Indicators of Institutional Effectiveness”; it needs to continue to strengthen and improve its employee assessment procedures; and the College needs to continuously re-examine “processes” that affect students and employees to determine their efficiency and effectiveness.
- Consistent with the revised Characteristics of Excellence, complete and submit the PRR to the Middle States Association of Colleges and Schools.
The PRR Committee, appointed in the Fall of 2001, has already begun to define the report and assemble the data and material. During the Fall Term 2002, the PRR will be written and submitted for campus review. The document will receive extensive review during the Spring 2003 term with submission to the Board of Trustees for transmittal to Middle States by May 2003.
- Develop strategies and build on initiatives in the ESMP and ITSP to re-engineer and better integrate planning, processes, technologies, and internal communication.
A major goal of this planning cycle continues to be organizational integration through technology. The application of technology use, as defined in a variety of contexts, can and will enable certain “processes” at the College to be made more efficient for the end user. The purpose of this goal is to identify such processes that can be “re-engineered” through the use of technology.
- Ensure review and quality-based application of the Major Indicators of Institutional Effectiveness.
“The Major Indicators of Institutional Effectiveness” have been in place long enough to enable comparative (by year) data to be assembled to interpret achievement of each standard. The College’s annual planning cycle should be focused on responding to those issues identified by “The Indicators” as being deficient or in need of improvement.
- Continue to expand assessment of employee performance; encourage consistency in procedures and applications. Expand and promote full professional and organizational development strategies to address leadership skills, professional growth, employee morale and College spirit.
Quality assurance relies not just on process, but people. For nearly a decade, the College has sought to establish effective performance review processes and procedures. There is still a great need to continue to refine these assessment procedures and, most importantly, develop consistent and ongoing staff development and training activities to enhance employee performance and strengthen organizational quality.
- Re-engineer hiring and staff retention processes.
A specific set of processes identified for “re-engineering” in the 2002-2003 academic year relates to the hiring procedures. The current processes are cumbersome, lengthy, and inconsistently applied. Staff turnover continues to increase due to retirements and growth; hiring is an on-going activity that consumes a great deal of time and resources. Also within this goal is a responsibility to examine the efforts at retaining employees who may be heavily recruited by competitors or other skills providers.
VI. Facility Planning and Development
The College feels enormous pride as we near completion of the goals in the “1994 Facilities Master Plan.” Now, the College enters a new era of facilities development, spurred by growth and by broader demands for access to Brookdale at Lincroft and its learning centers and the emergence of the Coastal Communiversity at the Brookdale campus at Wall.
- Complete Student Life Center and Phase III megastructure renovation and review/update plans for Phase 4/5 renovations. Continue inclusive planning approach to capital projects.
The Fall 2002 term will see the opening of Phase I of the Student Life Center. Completion will occur with the renovation of the former Commons through the Fall Term. In addition, Phases 4 and 5 of the Main Academic Complex need to be planned and resources identified. All planning, as it has been to date with facilities, will include active participation by affected campus constituencies.
- Initiate “Facilities Master Plan 2010” including initial plans for NJCC site. Address significant facilities issues, driven by planning, programming, and partnerships, in all Learning Centers.
The 2002-2003 planning year will see the initiation of “Facilities Master Plan 2010” with a special emphasis initially on the Brookdale campus at Wall to enable pursuit of resources to strengthen this major initiative. “Facilities Master Plan 2010” will define needs for Lincroft and for all College Learning Centers.
- Finalize revision and development of all facilities use policies and procedures. Implement Scheduler 25.
Review facilities use Guidelines discussed in Governance in 2001-2002. Final revision of facilities use policies will occur by Fall 2002 with special emphasis on the issue of priority access to common space, most notably the Student Life Center, the Gym, and the PAC. In addition, improved scheduling coordination will occur with the implementation of the “Scheduler 25” software.
- Expand efforts to maintain a safe, attractive, and healthy learning and working environment.
As Brookdale experiences further growth at all sites, but particularly at Lincroft, further strategies to maintain a safe and healthy working and learning environment must continue. Changes in road routing will attempt to alleviate conflicts between heavy pedestrian and vehicular traffic. Moderation in major campus construction will reduce “walkarounds” and final resolution of clear generic signage, building identification and “wayfinding.”
- Fully implement life-cycle budgeting for furniture, equipment and facilities.
Critical to the College’s long-term fiscal planning is the assumption of ongoing replacement and up-grading of facilities and equipment. Such “life-cycle” budgeting will assume tactical strategies for replacing key operational and instructional equipment on a routine as opposed to an emergency basis. Resources will be identified annually to respond to a defined schedule of equipment replacement and facilities renewal.
Forum Discussion Report From Mid-May 2002 Gazette
Arnie Gelfman led a discussion on the Major Indicators of Institutional Effectiveness. The role of the Major Indicators is to demonstrate the specific ways in which the institution performs the tasks that we say it does. The Forum was asked to examine and react to the validity and comprehensiveness of the indicators and outcome statements.
2001-2002 Year-end Report
Karen Crosby and Arnie Gelfman, co-chairs
The Institutional Planning and Effectiveness Committee had a very busy and productive year. As in the past, the committee reviewed and recommended revisions to the Strategic Goals Matrix. However, this year the committee did not wait for a draft Matrix to be submitted by the President's Cabinet but rather initiated the draft itself. That draft was submitted to the Forum in December and forwarded to the President via Steering in January.
Previously, the review of and recommended revisions to the Strategic Goals Matrix would be the only charge given to the IPEC from Steering. However, this year was quite different. A new charge to define Partnerships and develop a set of guiding principles was added. The IPEC also completed this charge and gave a report to the Forum in early April. This report was then approved at the May Forum meeting.
Then, in the middle of the Academic Year, Steering added a new charge to the IPEC list; namely to review and revise the Major Indicators of Institutional Effectiveness. The Institutional Assessment Committee had previously done this work. When this committee was combined with the Institutional Planning Committee to form the IPEC, it made
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