COMPARING PRESENT STRENGTHS AND WEAKNESSES: FLATLAND STATE UNIVERSITY

 

 

 

 

 

 

 

 

 

 

ITE 670: SYSTEMATIC DESIGN OF HRD PROGRAMS

 

 

 

 

 

 

 

Assignment #5

 

Written by:

Joseph Williams

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Strengths/Weaknesses (Internal Environment)

Competitive Advantages

Flatland State University’s participation as a cooperating university on the National Academy of Education (NAE) Committee on Teacher Education (CTE) has reaffirmed that the School of Education is doing things right when it comes to educating teachers. FSU is one of seven universities in the country chosen to serve as cooperating universities on the committee.

 

Marketing

An education at Indiana State University offers students the advantage of merging their academic endeavors with real life experiences at work and in their local and global communities. Building on a liberal arts core that ensures students have the critical thinking, leadership, and communication skills pursued by employers and graduate schools alike, Indiana State University is committed to offering every student the advantage of gaining practical real-world experience while enrolled at ISU. Students track their progress through an electronic personal development plan that will serve as both a record of their past and a resume for their future. Students who receive their degree from Indiana State University will graduate with experience in applying concepts in their major through internships, co-ops, direct work with faculty on scholarly and creative activities, and/or volunteering for service projects. ISU students have opportunities to interact in the global environment in a number of ways, including study abroad or while studying in Terre Haute. Every student will experience the following truly distinctive opportunities at Indiana State University:

 

Human Resources

diversityEmployee education and experience levels
employee knowledge (of company, products/services)
employee programs

Hiring practices

Changed Job Description

Floyd Rose is the new Vice President for Business Affairs and Finance. The former position of vice president for planning and budgets has expanded this role. Rose will serve as the university's chief financial officer with responsibility for development of the institution's budget, the biennial legislative operating and capital requests, management and financial reporting of all fiscal operations, facilities management, environmental safety, university properties and risk management. As treasurer, he will serve as an officer of the Board of Trustees and is directly responsible for the investment of university funds and issuance and oversight of university debt.

Strikes/Slowdown Prevention Policies

After 1 1/2 hours of discussion, the Indiana State University Faculty Senate voted 31-7 by secret ballot Thursday in support of a lack-of-confidence resolution in the administration of President Lloyd Benjamin and Provost Steve Pontius.

The goal, members say, is to open up "substantive and formal discussions" with the board of trustees to apprise them of faculty's "grave" concerns and to restore confidence.

Faculty Senate chairman Jerry Cerny said the resolution will be forwarded to the trustees. "We will be waiting for a response from them," he said.

The 31-7 vote "is a very strong message that reflects the general dissatisfaction and demoralization on campus and the strong desire on the part of the Faculty Senate to turn that around," Cerny said.

Benjamin presented a report at the beginning of the meeting but did not stay for the discussion on the lack-of-confidence resolution. He released a statement through the public affairs office.

"It is regrettable that in the wake of so many recent positive outcomes, resulting from the hard work of many, many members of the ISU community, that the Faculty Senate has risked the reputation of our university by choosing to take this action. The ISU board of trustees has established an agenda for this institution, and it is my job to implement that agenda, which I will continue to do to the best of my ability," Benjamin stated.

Trustee President Barbara House also released a statement through the public affairs office.

"President Benjamin has worked diligently since his arrival to implement an agenda that the trustees believe represents responsible management of the institution and that will assist ISU in improving its competitive advantage in Indiana higher education. That agenda includes, among other things, increased accountability," House stated. "We regret that the Faculty Senate has chosen to take this action, and we support firmly the continued activities of President Benjamin."

Pontius, who stayed for the entire Faculty Senate meeting, also released a statement through public affairs. "The trustees and the president have articulated an agenda for ISU, and I have worked with ISU stakeholders to implement this agenda in academic affairs. ISU is a great university because many talented professionals go about their work in a very professional and caring way. I hope those individuals will not be discouraged by the recent actions of the Faculty Senate," Pontius stated.

The Faculty Senate debate occurred in open session and no one made a motion to close the meeting. On Wednesday, Cerny said the debate would occur in closed session, but executive committee members did further research; the University Handbook said meetings should be open unless 2/3 of the Faculty Senate vote to close a meeting.

Also, some people who wanted a closed session changed their minds, Cerny said. "I push really hard for open meetings," he said.

The discussion started off with a motion to table the resolution, but that was defeated by a vote of 28-9. A proposed amendment to soften the language to something less than a lack-of-confidence vote in the administration failed by a 34-4 vote.

The resolution finally approved by the senate states that "if formal and productive discussions cannot be established by Dec. 1, the Faculty Senate will consider a vote of no confidence in the present administration."

Another proposed amendment would have delayed the Dec. 1 date to March 1, but that also failed by 25-12 vote.

The debate covered many issues and perspectives.

Tarek Zaher, a finance professor, pleaded for the resolution to be tabled because he needed more time to speak with the faculty he represents.

Faculty member Nancy Rogers said, "I'm not convinced at all this represents the will of the faculty."

Faculty member Linda Maule, who opposed the lack-of-confidence vote, questioned why executive committee members viewed it as the best approach to resolving faculty concerns and opening dialogue with trustees.

Faculty Senate vice chairman Frank Bell said senate leadership has met with the president and trustee representatives several times in recent months, but the issues and concerns remain unresolved.

Executive committee member Rich Schneirov said the lack-of-confidence resolution represents a middle ground between two extremes. A vote of no confidence would be too extreme at this time, he said.

"This resolution really is saying, let's take some steps, some positive, proactive steps to try and restore confidence," Schneirov said. "We're trying to find a middle way before we go all the way."

"It's a step toward conversation," said executive committee member Harriet Hudson.

Senate member Rolland McGiverin had concerns that the wording of the resolution was too inflammatory and might be a barrier to discussion; he suggested an amendment that would have expressed lack of confidence in the "execution of the shared governance process" rather than lack of confidence in the president and provost. His motion failed.

After the meeting, Maule said, "I hope the will of the faculty is on the right mark. I hope it moves us toward collaboration."

House said she and Benjamin participated in a meeting with faculty leaders last week to talk about the issues of concern. "We were told they [faculty leaders] believe progress is being made. This [Thursday vote] is extremely disappointing and troubling," House said in a telephone interview.

House had no comment when asked if trustees would meet with the executive committee.

Benjamin said in his president's report before the debate that his administration is working to address issues related to communication and compensation.

On Wednesday, the executive committee made public its rationale for the lack-of-confidence resolution. The rationale outlines six major issues:

1.      Lack of collaborative decision-making on important issues, especially in areas where faculty and the Faculty Senate have primary authority.

2.      Lack of due process in the denial of sabbatical leaves.

3.      Lack of appropriate distribution of human and financial resources among faculty and administration.

4.      The negative impact of student credit-hour targets.

5.      Negative impacts of policies for non-tenure-track faculty.

6.      Weaknesses in implementing distance-education policies.

Other Groups

Some Indiana State University faculty say they need more information about the reasons for a lack-of-confidence vote in the president and provost before they can support such a serious move.

Other faculty have concerns about the public perceptions of a lack-of-confidence vote and whether the vote could have negative consequences for ISU.

About 30 faculty members attended an open forum Tuesday in Dreiser Hall designed to give all faculty, including those not members of the Faculty Senate, an opportunity to voice their views on the pending lack-of-confidence vote in ISU President Lloyd Benjamin and Provost Steve Pontius.

The faculty expressed diverse views both against and in support of a lack-of-confidence vote.

Faculty member Ann Rider was concerned about not having detailed reasons before the Senate vote. "I don't know what the executive committee is thinking," she said.

She is also concerned about public perception, and that members of the public won't know the difference between a vote indicating "lack of confidence" as opposed to a vote indicating no confidence.

"It embarrasses me as a faculty member not to have enough information about this," Rider said.

The real issues relate to shared governance, she said, and she is not convinced a lack-of-confidence vote is going to address it. Rider is concerned a lack-of-confidence vote could make problems worse.

Shared governance involves collaborative decision-making among administration, trustees and faculty government.

The senate executive committee voted unanimously last week to forward the lack-of-confidence resolution to the full senate, which will consider the matter Thursday.

The executive committee finalized its rationale for the lack-of-confidence resolution after a four-hour meeting Tuesday evening, and that rationale should be made available to all faculty today, Faculty Senate chairman Jerry Cerny said Tuesday night.

Previously, only Faculty Senate members were to receive the rationale in advance, and they were going to be asked to keep it confidential until Thursday. Cerny said the executive committee wanted to respond to concerns of faculty who wanted the rationale sooner.

Benjamin said late Tuesday that he had not received the detailed rationale for the lack-of-confidence vote, and in the absence of additional information, he had no comment.

Pontius attended Tuesday's senate executive committee meeting, but not its closed session during which the rationale was finalized.

"I made the point that I felt it was somewhat disconcerting that we would go forward with a resolution of lack of confidence before the executive committee has discussed [in an open meeting] a bill of particulars," he said.

Pontius said he was repeating what he had said at an executive committee meeting last week: that an open discussion about the reasons should precede any decision about whether to pursue a vote of lack-of-confidence.

Linda Maule, associate professor of political science who opposes the lack-of-confidence vote, organized the Tuesday afternoon forum. A second will be conducted today from 3 to 4 p.m., also in Dreiser Hall.

"Is this the best means to address the issue?" Maule asked during the forum. Maule, a Faculty Senate member, favors continued dialogue on matters of concern to faculty.

She has written a letter stating her opposition to the lack-of- confidence resolution. "I do not think random votes of confidence serve the institution well," she said.

Charles Hoffman, a former Faculty Senate member, said efforts to have open dialogue with the president and trustee representatives have not been productive.

Hoffman acknowledged that such a vote "is not good for anybody. The faculty look bad, the trustees look bad, the institution looks bad." But Faculty Senate leadership believe the resolution is necessary to get dialogue started with the board of trustees, he said.

Senate executive committee member Jeff Harper said it's the general sentiment of the executive committee that "attempts to remediate some fairly significant issues concerning faculty governance have fallen on deaf ears."

The hope is that the lack-of-confidence vote will lead to an open dialogue with the board of trustees and pave the way for a resolution of issues that is acceptable to all parties, Harper said.

Faculty member Tom Derrick said the real issue is how to resolve bad feelings on campus, which he doesn't believe a lack-of-confidence resolution will accomplish.

Keith Byerman, a professor of English, said usually when a vote of no confidence occurs at other campuses, very substantial issues are involved. But at ISU, no one is losing jobs; academic freedom and tenure are not threatened; and faculty continue to receive salary increases, though small.

"If I were an outsider . . . I would say, what's the complaint? You don't like the way people do their jobs. And so you're going to try to get rid of them. This doesn't make sense to me as a way to go about the business of a university," Byerman said.

Byerman wants a clear understanding of why the vote is being taken.

Another faculty member, Jay Gatrell, is concerned the lack-of-confidence vote could have an adverse effect on ISU. "It's not good for our image," he said. He also believes it could hurt ISU in the competition for state funding.

Last week, Cerny said faculty "are very concerned that the educational mission of the university and the quality of education at ISU are in jeopardy" because of decisions being handed down by administration and the board of trustees.

Rich Schneirov, a member of the senate executive committee, said last week the real issue is shared governance, which relates to a host of issues. The goal is to restore confidence in the administration and board of trustees and to restore shared governance at ISU, he said.

 


teamwork
training and development
turnover/retaining
wages/benefits

Finance
Indiana State University continues to enjoy success in raising money for such things as student scholarships, enhancing the quality of programs and meeting other needs of the campus community.

During the 2001-2002 fiscal year, ISU raised more than $6.5 million in support of such initiatives, $388,000 over goal and a 25 percent increase over last year's total. It also was the fifth consecutive year that gifts to the ISU Foundation exceeded $4 million.

analysis of financial ratios
efficient use of capital
stockholder value

Corporate Culture
doing vs. saying
creativity
flexibility
integrity
leadership
management
openness to learning
policies
productivity
quality
social responsibility
vision

Organizational Structure

Communication

 


corporate objectives
corporate strategies
decision-making
management of change
structure available to handle rare occurrences (e.g. natural disasters, political obstacles, etc.)

Operations
customer focus
customer service
distribution
downtime
inventory control
labor costs
learning curves
manufacturing systems (quality, capabilities, productivity)
service
value chain

Information Technology
Innovative academic initiatives could produce exciting new programs such as an online learning community, where industry and academic professionals holding chat room discussions with students, adult students earning credit for serving as mentors, and joint course offerings between FSU and other universities in the Nation and around the globe. These new initiatives will be developed, supported, and nurtured by those who are most familiar with the programs and respective student populations.

(e.g. automation, database management, ecommerce, etc.)

Innovations

Ř      The Lilly program provides first-year students with the services and environment that is said to help them be successful. Since its creation in 1997, the retention rate for freshmen returning for a second year has increased 8 percent.

Ř      Indiana State University received a $100,000 grant from the Lumina Foundation for Education to begin building, testing and implementing web-based student portfolios. Web-based or electronic student portfolios provide a way for students to keep track of their accomplishments, goals and objectives throughout their college careers.

Strategies

Offering students high quality academic experiences will likely necessitate strategic reallocation of faculty time and program resources in order to support the distinctive aspects of each activity. The following are some of the anticipated University activities that could lead to the implementation of this comprehensive learning model over a five-year period:

Ř      Learning Communities will be enhanced to continue integrating freshmen into ISU, as well as serving to increase teamwork, leadership, and communication skills throughout the student's academic experience. It is also proposed that these learning environments include citizenship and service learning, and work components when used within academic programs.

Ř      The foundation of student learning at ISU will include skills and knowledge gained through a comprehensive liberal arts education. Students will be able to demonstrate the following proficiencies within their portfolios; critical thinking, communication, leadership skills, awareness of the value of diversity, and experience in working with students of various backgrounds among other essential proficiencies. The ability of students to apply these proficiency skills for lifelong learning in the workplace will be highlighted. The integration of holistic student learning and citizenship will be a key component stressed in learning communities and experiential activities.

Ř      Undergraduate and graduate students will have learning experience opportunities throughout the University academic community. Examples of student involvement include Ph.D. tenured and tenure-track faculty, service opportunities throughout the State, work-force internships, seminars with prominent academic and industry professionals in their respective disciplines, professional mentoring opportunities, stronger FSU alumni involvement and contact, and greater real-world experiences in classrooms are a few examples. Off-campus service and work experience opportunities have already been incorporated as part of the learning experience by faculty in numerous disciplines and departments. These professional contacts will be encouraged and expanded. In addition, the University will utilize current and reallocated resources to explore opportunities for students. Current staff in the development office, external affairs, community relations, Deans, and five professionals charged with developing entrepreneurial opportunities for faculty will be asked to aid in a statewide development effort.

Ř      Students will be able to volunteer for internships while serving in capacities that contribute to their own local or the Terre Haute communities. Administrative departments could aid the effort by sponsoring service projects and including students in the activity. Current service by students could be recognized and rewarded in a number of ways, including for example, academic credit, funding, and honorific awards.

Growth

Mergers and Acquisitions

Strategic alliances

in terms of refocusing (e.g. divesting, restructuring)
within each function (e.g. marketing, human resources, etc.)
in terms of direction (e.g. mission statement)
business model
business tools used (e.g. just-in-time)
benchmarking against competitors and other companies within similar industries (and even different industries)
quality management
international capabilities

Location

Opportunities/Threats (External Environment)

Alliances
Bargaining power of customers
Bargaining power of suppliers
Buyer relationships
Competition
Rivalry amongst closest competitors, competitors in related industries, potential competitors
Competitors' learning curves
Costs (of material resources, labor, etc.)

Customer loyalty

The number of students attending Indiana State University has grown for the fifth year in a row this fall to 11,714, the highest level since 1993.

"Our preliminary analysis indicates that a significant portion of this growth is due to improved retention of our students.


Distribution channels
Ecommerce
Economic Climate/Forces


Education of the workforce
Environmental situations/requirements/interest groups
Expansion opportunities
Interest group demands/support

Market Demographics

The number of students attending Indiana State University has grown for the fifth year in a row this fall to 11,714, the highest level since 1993. The total headcount enrollment at Indiana State increased by 393 students (3.5 percent) over last fall. ISU students are enrolled in a total of 147,823 credit hours this semester, a 4.1 percent increase from last year. FTE enrollments, the number of total credit hours divided by a full-time load, also increased by 4.1 percent, up 408 to 10,047. A growth in graduate enrollment also contributed to the overall enrollment picture. Graduate enrollment grew by 8.2 percent (130 students).


FSU Data Sheet

 

Enrollment (1996-97)

 

15,315 Students (9,671 FTE)

83% Undergraduate

17% Graduate/Professional

47% Full-Time

87% From Indiana

52% Women, 48% Men

7.7% African American

1,595 Degrees Conferred

11% Certificate and Associate

62% Baccalaureate

27% Graduate and Professional

Cost/Financial Aid (1997-98/1995-96)

$3,196 Resident UG Tuition/Fees

$4,143 Room and Board

57% FT undergraduates receiving grants

$2,979 Average grant (all sources)

46% FT undergraduates receiving loans

$4,368 Average loan (all sources)

 

Freshman Profile (Fall 1996 and 1996-97)

 

31% from top quarter of HS class

66% from top half of HS class

10% over 25 years old

24% receiving Pell grants

4,889 applied, 4,255 accepted, 2,062 entered

          Mean SAT: 476 Verbal, 466 Math

 

Retention/Graduation Rates (Fall 90 freshmen)

65% of freshmen (67% if full-time, 46% if part-time) return to ISU for second year

9% of freshmen transfer to other campuses

 

Assoc Bacc

FT freshmen who graduate in 2/4 yrs 17% 9%

FT freshmen who graduate in 3/6 yrs 42% 34%

PT freshmen who graduate in 6/6 yrs  n/a    7%

 

 

Largest Program Areas (96-97 Enrollments)

1,904 Education (12%)

1,655 Business/Administration (11%)

1,211 Social Sciences (8%)

1,159 Health & Related Sciences (8%)

883 Engineering-Rel Technologies (6%)

709 Parks & Recreation (5%)

466 Visual/Performing Arts (3%)

431 Communications (3%)

422 Psychology (3%)

234 Liberal Arts/General Studies (2%)

 

Productivity Profile (Fall 1995)

17:1 Student/faculty ratio

12:1 Student/staff ratio

4.2    Fall sections per faculty FTE

1.5    Staff FTEs per faculty FTE

 

46% Instructional cost as % of total

57% Instructional cost plus academic support as % of total $4,905 Instructional expenditure per student FTE

Revenues: 23% student, 51% state, 26% other

 

Quality Indicators (1994-96)

Gourman rating: 3.20 on scale of 2-5

Accredited Programs: see next page

Mean GRE scores of graduates (1994-95):

433 Verbal, 484 Quantitative, 507 Analytical

(National means: 484, 559, 563)

 

Licensure pass rate (1994):

100% Clinica1 Psychology

89.5% Nursing

93.3% Teacher Ed: General

97.1% Teacher Ed: Professional

88.6% Teacher Ed: Communication


 

 

 



 

Material resources (e.g. land)
Labor unions (relationships with)
Local/National/International communities

New Entrants

New Markets

Emphasizing its commitment to lifelong learning, Flatland State University today announced a partnership with RedVector.com, the global leader in online continuing education in the construction sciences. RedVector currently offers more than 800 online courses authored by 140 subject matter experts.  Its website has attracted more than 50,000 users from all 50 states and 14 countries. The university will be featured as a premier partner on the RedVector.com homepage.


Political climate/ forces (e.g. laws)
Product lifecycles
Related, unrelated, and supporting industries
Source(s) of employees
Stockholder support/demand
Substitute products/services
Supplier relationships
Takeover threats
Technology development
Trade association affiliations

University Affiliations

IHETS, a state-supported consortium of all higher education institutions in Indiana, operates technology networks, manages the state’s virtual university and pursues applications research and development. It is an integral part of the rapidly evolving telecommunication and educational technology environment in Indiana.