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Strategic Management of Academic Activities: Program Portfolios

Strategic Management of Academic Activities: Program Portfolios. Todd L. Chmielewski, OIPR Gerald W. McLaughlin, OIPR Julie C. Casey, Academic Affairs. 2002 HEDS Winter Conference - San Antonio, TX. Need to Manage Information at DePaul. Comprehensive Strategic Plan

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Strategic Management of Academic Activities: Program Portfolios

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  1. Strategic Management of Academic Activities: Program Portfolios Todd L. Chmielewski, OIPR Gerald W. McLaughlin, OIPR Julie C. Casey, Academic Affairs 2002 HEDS Winter Conference - San Antonio, TX

  2. Need to Manage Information at DePaul • Comprehensive Strategic Plan • Academic Program Review (APR) • General education Program • Teaching, Learning, & Assessment (TLA) • Office of Academic Advising • PeopleSoft

  3. History of Portfolios • Banta & Associates (student & faculty achievements) • The Urban Universities Portfolio Project Challenge: Design a portfolio for individual programs that is both rigorous and flexible

  4. Definition of Program Portfolio • Describes program to internal and external constituents • Provides summary overviews of program • Explains goals • Includes: • Quantitative and qualitative facts • How the program accomplishes its goals • Results/outcomes produced by the program From Casey & McLaughlin, 2000

  5. Previous Approaches • Balanced Scorecard • Boyer’s Scholarships • MSU’s Outreach Programs

  6. Balanced Scorecard (Kaplan & Norton, 1992)

  7. Limitations of Scorecard • Business model concerned with profitability • Used to reorganize measures • Focused on internal management Scorecard is not flexible enough for our needs

  8. Program Portfolio Requirements 1. Rigorous in Methodology 2. Flexible in implementation 3. Fitted to education/NCA From Chmielewski, Casey, and McLaughlin, 2001

  9. Program Portfolio

  10. Program Overview • Mission of Program • Goals • Who the “customers” are • History of Program • Overview of what the program does

  11. Operations and Activities • Faculty/Staff • Location • Facilities • Equipment • How program achieves its goals

  12. Organizational Capacity and Growth • Strengths • Building Capacity • Growth • Development • Learning Organization

  13. Outcomes and Effectiveness • Outcomes • Customer Service • Coverage • Measurement/Assessment

  14. Impact/Value Added • Contribution • Impact • Solvency

  15. Project Milestones/Status • Data in the Review Process • Portfolio as a self-study template • Portfolio in an Academic College • Portfolio in Operational Units • Web-based Portfolio

  16. Project Milestones/Status Use of data in the Review Process • Starting point for discussions • Supplement with “homegrown” databases • Comparison with College and University trends • TLA/Program Quality Education Indexes • Learning Goals • Satisfaction • Engagement • Enrollment

  17. Project Milestones/Status Centers and Institutes Template Program Overview Intro – Content – Programs – Goals Operations and Activities Programs – Staff – Administration- Participants Outcomes Programs – Staff - Participants Organizational Capacity Programs – Staff – Accountability - Relation to Mission Reflection/Contribution Interpretation - MOA

  18. Project Milestones/Status Use of portfolio in Academic College • School for New Learning • 1 year timeframe • Research Assistant/OIPR staff • Deans/Directors • Agenda

  19. Project Milestones/Status Use of portfolio in Operational Units • Facilities Operations • Student Affairs • Strategic Planning Process

  20. Issues • Data Availability and Quality • Reluctance to share data • Persistence of NCA/Leadership • Reactions of Decision/Reward Process • Long-term incorporation into culture

  21. Challenges • Separate People from the Issues • Develop real needs versus wants in technology and resources • Decouple processes and continue to become more anticipatory and strategic vs. reactive and historical • Provide easy to use web interface (standardized vs. custom)

  22. Summary Program Portfolio is a Learning Process People Learn Best If: They are actively engaged. See the usefulness and impact of what they are doing. They are provided with a visual schematic

  23. Program Portfolio Must Be Useful And Add Value

  24. Copies of previous papers available at: http://oipr.depaul.edu/open/general/presentations.asp

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