S H A N N E N R O B S O N
&
T I M S T A N L E Y
U T A H V A L L E Y U N I V E R S I T YI N S T I T U T I O N A L R E S E A R C H & I N F O R M A T I O N
Academic Program Planning: Bringing Data to the Conversation
Podium Presentation prepared for the 2016 AIR annual conference
Location & History of UVU
UVU Institutional Evolution:
• 1941 Central Utah Vocational School
• 1963 Utah Trade Technical Institute
• 1967 Utah Technical College of Provo
• 1987 Utah Valley Community College
• 1993 Utah Valley State College
• 2008 Utah Valley University
Goals of this session
Demonstrate how UVU utilizes external data to prioritize prospective degree offerings.
Demonstrate a variety of resources and data that could inform new degrees, minors, and emphases
Show how these data fit into an organizational process and institutional conversation.
Explain additional contextual and environmental factors in Academic Program Planning.
Core Theme “Inclusive” (Objective 4)
UVU offers an array of courses, programs, and delivery methods designed to reflect students’ goals and the region’s educational needs.
“UVU takes its mission to meet the educational needs of our service area seriously,… We have carefully reviewed those needs and identified five programs that build on present strengths to address a variety of them. Other programs will be proposed in the future to address important remaining needs.” (Jeff Olson, Senior VP of Academic Affairs)
“By design, these five programs respond to some of the area’s most pressing needs in business and the social sector.” (President Holland)
Developing a Program Feasibility Process
Our Unique Educational Mission White Paper (2011)
Established a formal Academic Program Review Committee
Tasked Academic Affairs council with reviewing and prioritizing new programs
Outlined a process for the proposal of new programs
Designing the Program Feasibility Process
http://www.uvu.edu/asc/docs/program_feasibility_template_nov.docx
Criteria for New Programs Proposals
Components of Program Proposal1. Program Description2. Role and Mission fit3. Purpose of Degree4. Benefits5. Program Need6. Labor Market Demand7. Student Demand8. Projected Program Enrollments and
Graduates9. Expansion of Existing Program (if
appropriate)10. Similar Programs11. Accreditation12. Additional Resources Needed
IRI Support
Department faculty identify potential
new program
Faculty complete Program
Feasibility Template
Feasibility approved by
Academic Affairs Council
If approved, faculty complete formal “R401” proposal
Reviewed by department chair
and dean
Reviewed by Library Director
Review by Director of Academic
Assessment and Program Review
Review by VP of Planning, Budget,
and Human Resources
Review by Department Curriculum Committee
Review by College/School
Curriculum Committee
Review by dean
Review by Graduate Council
Review by University
Curriculum Committee
Review by Senior VP of Academic
Affairs
Review by the UVU Board of Trustees
Review by the Utah State Board of
Regents
Review by NWCCU
Program Implementation
Program Feasibility
at UVU
Areas of Analysis
Existing Degree Supply
Student Demand
Labor Market Needs
Labor Market Data Sources
Labor Market
Data
• Economic Development and Employer Planning System (EDEPS)
• Burning Glass LaborInsight
• Employer survey demand data
EDEPS
EDEPS
EDEPS
EDEPS
Burning Glass LaborInsight
Burning Glass LaborInsight
Burning Glass LaborInsight
Burning Glass LaborInsight
Burning Glass LaborInsight
Employer Needs & Knowledge
• Every 3-4 years UVU conducts a survey of more than 1,000 local employers
• Survey items include questions about which specific associate, bachelor, and masters degrees they would like UVU to offer
Dashboard available at: http://www.uvu.edu/iri/studies/gen_employ_degree_rec.html
Example Bachelor’s– Employer Surveys
Existing Degree Supply
Existing Degree Supply
• EDEPS supplies 5-years of data from IPEDS by degree level and CIP code
• Program comparison with other institutions in the Utah System
EDEPS
EDEPS
EDEPS
Program Breadth & Uniqueness
Evaluated regional needs and academic • in our the breadth of programming and • opportunities for unique offerings in the state or
region
by comparing • institutional offering to those offerings at other
state institutions
Program lists were drawn from online general catalogs.
Example – USHE Master’s Degrees
Example – USHE Master’s Degrees
Student Demand Data Sources
Student Demand
Data
• Compare the number of degrees awarded by CIP and degree level with comparable institutions in IPEDS
• Evaluated UVU One-Year Follow-up Student Survey for degrees students sought at other institutions
Student Demand by Self Report
Looking at: Students generally vs. Your own students
UVU One-Year Follow-up Student Survey
• Each Fall UVU conducts a survey of all students who had attended the previous Fall. Of particular interest for this purpose are students who did NOT register for the Fall of the study.
• In 2015 we contacted 358 students from a population of 1,945 (18%). Information was collected from other adults (e.g., parents, spouses) for an additional 7111 (55% total)
Student Demand by Self Report
Several of these programs we
ALREADY offerSome we don’t!
Student Demand by Self Report
22.3% of our non-returning students state that they transferred to another school.
Approximately 2 out of 5 students (41%) of our transfer students indicate they would have stayed if UVU offered the program they transferred into.
Other Options for Examining Student Demand
ACT Preference reports (would only indicate early thoughts of potential majors)
Looking at course enrollments related to proposed degree
Student Clearing House graduation information (would only indicate the degree of students who eventually graduate)
Communicating information to Decision-Makers
Proposal processes point consumers to IRI data resources
Of course, departments are encourage to use additional evidence as appropriate.
Other Factors
Remember: Data is only part of the conversation
Other factors include:• Politics / Performance metrics• Governing / Coordinating systems• Economic factors• Repurposing / Leveraging existing resources
and personnel• Environmental factors• Indirect pathways to careers
Academic Affairs Review of Programs
So what do we do all these data? New program proposals
Resource Allocations (Planning, Budgeting, and Assessment conversations)
Institutional Effectiveness (Program review / assessment of goals/objectives)
Regional / Specialized Accreditation
Communication with regional leaders/elected officials
Creating strategic alliances with local employers
Providing information to inform student’s decisions about majors, degrees
Deepen understandings about the institutional region/economic impact
Etc.
Contact us:
• Visit the UVU Program Feasibility Website:http://www.uvu.edu/iri/academicprograms/program_feasibility.html
• Shannen Robson, UVU IR, Sr Research [email protected]
• Tim Stanley, UVU IR, Associate [email protected]
• Visit the UVU Program Review Website:http://www.uvu.edu/iri/academicprograms/program_review.html