Strategic Planning:
Moving Toward Implementation
Strategic Planning Committee
Open Forum
Strategic Planning Definitions
Strategic Planning: The process of creating alignment between an
organization’s day-to-day activities and its long term priorities
Strategic Issue/Priority: A problem or opportunity that the institution
wishes to address or take advantage of
Goal: A specific, measurable statement of what will be done to address
strategic issues
Action/Tactic: An activity that helps to accomplish a goal. Action/tactics
include responsibility, timeline, resources required and assessment
Academic Distinction: Striving to provide a quality educational
experience for undergraduate and graduate students as defined by the
measurements established through key performance indicators
Strategic Planning Definitions
Enrollment Management: Influencing the institution’s enrollment (size,
quality, mix) from the point of initial student inquiry about the institution,
to the point of graduation, placement in a position, or graduate school.
Includes alumni feedback and support.
Assessment: Assessment includes the gathering of information
concerning the functioning of students, staff, and institutions of higher
education. The information may or may not be in numerical form, but the
basic motive for gathering it is to improve the functioning of the
institution and its people. Functioning refers to the broad social
purposes of a college or university: to facilitate student learning and
development, to advance the frontiers of knowledge, and to contribute to
the community and the society. -- Alexander Astin
Strategic Planning Theme:
Academic Distinction
St. Cloud State University will strive to provide a quality educational
experience for undergraduate and graduate students.
A. The University will strive for excellence by providing a rich, diverse,
and global curriculum. Classes and programs will integrate diverse
perspectives.
B. The University will strive for excellence in upper-division liberal arts and
professional (majors and minors) and graduate programs.
C. The University will strive for academic excellence in programs by either
maintaining accreditation or following national guidelines and standards
issued by professional associations.
Strategic Planning Theme:
Academic Distinction
St. Cloud State University will strive to provide a quality educational
experience for undergraduate and graduate students.
D. The University will strive to produce an intellectual atmosphere conducive
to a comprehensive learning experience by focusing on quality in-class
and out-of-class experiences such as small class size, advising,
mentoring, internships, performances, etc.
E. The University will not only be a place for learning; it shall also strive to
create knowledge through research within the programs. Faculty will use
various models of pedagogy and scholarship to enhance the student’s
experience both within and outside of the classroom.
F. The University will strive to offer graduate programs that are integrated
and supportive of our undergraduate programs.
Strategic Planning Theme:
Academic Distinction
St. Cloud State University will strive to provide a quality educational
experience for undergraduate and graduate students.
G. The University will strive to selectively recruit students to match the
academic major, minor and graduate programs. Comprehensive
recruitment strategies and practices will be developed into a deliverable
Recruitment and Retention for Academic Distinction plan.
H. Through recruitment and retention, the University will actively increase the
numbers of students reflecting demographic diversity (domestic and
global).
I.
The University will actively increase student retention in order to optimize
the graduation rate in all programs.
Strategic Planning Theme:
Service Community
St. Cloud State University will emphasize and support services that
lead to higher retention and success for students, faculty and staff.
A. University resources will be aligned to match desired activity.
B. SCSU will maintain programs and services that strive to make the campus
one that respects diversity and works for social justice and a sense of
connectedness for students and employees.
Strategic Planning Theme:
University Community Relations
St. Cloud State University will support and recognize practices and
actively promote open dialogue and understanding among members
of its internal community.
A. Identify and remove barriers and issues that prevent community building.
B. Develop program to enhance communication and information sharing
among members of internal community.
Strategic Planning Theme:
University Community Relations
St. Cloud State University will support and recognize partnership
development and community engagement efforts that contribute to
the well being and stability of the University and its external
stakeholders.
C. Develop programs and initiatives that position St. Cloud State University
as the primary educational partner throughout Central Minnesota.
D. Promote the strengths of the University through an effective external
relations program.
Strategic Planning Theme:
Technology
SCSU will provide appropriate technologies and resources that
support teaching, learning, service and access.
A. The university will provide students and faculty with classrooms and
laboratories containing up-to-date, discipline-specific equipment and
software.
B. The university will utilize information technology and distributed learning to
support classroom learning and to provide access for outreach.
C. The University will apply appropriate technologies and resources to
support teaching, learning, research, creativity, scholarship, and service.
D. The university will provide appropriate technologies and resources to
enhance access to support services.
Strategic Planning Theme:
Diversity & Social Justice
The University will strive to create and maintain a welcoming
environment for students, faculty, staff, and administration from all
walks of life. This includes maintaining a rich environment that
models respect for difference and providing a supportive and
nurturing climate for all university students, faculty, staff and
administrators of color.
A. The University will increase the diversity profile of students, faculty, staff,
and administration throughout the university, especially those who are
disproportionately underrepresented at the current time (American Indian,
African American, Latino, Jewish, and people with disabilities).
B. The University will examine and revise, where appropriate, the institutional
policies and practices that disenfranchise and marginalize students,
faculty, staff, and administrators.
A Progress Report
on Strategic Planning at SCSU
Presented by:
Dr. Judith Kilborn
Strategic Planning Recap

Strategic Planning Committee Actions





Strategic Planning Themes approved in 1997
SCSU Mission and Vision approved by MnSCU October 2002
Priority Strategic Goals approved Fall 2003
Key performance indicators to be completed by end of this year
Strategic Planning Cycle
Phase 6: Course Correction
and Plan Renewal
Phase 5: Assessment
Phase 4: Implementation
Phase 1: Internal and External
Environment Assessment
Phase 2: Formulating Mission & Vision
Phase 3: Formulating Strategies
A Discussion of
Carnegie Classification
Presented by:
Dr. David DeGroote
Definitions:
Carnegie Classification (1994)
Research Universities: Institutions offer a full range of baccalaureate programs, are committed
to graduate education through the doctorate, and give high priority to research. Award 50 or
more doctoral degrees per year and receive at least $15.5 million per year in Federal Support.
Doctoral Universities: Institutions offer a full range of baccalaureate programs, are committed
to graduate education through the doctorate. Award 10 or more doctoral degrees per year in
three or more disciplines.
Comprehensive Universities: Institutions offer a full range of baccalaureate programs, are
committed to graduate education through the masters. Comprehensive I: 40 or more masters
in at least three different programs => SCSU
Liberal Arts Colleges: Institutions are primarily undergraduate colleges with major emphasis
on baccalaureate degrees on baccalaureate degree programs. Liberal Arts I colleges award
40% or more of their baccalaureate degrees in liberal arts fields and are restrictive in
admissions. Liberal Arts II colleges award fewer than 40% of their baccalaureate degrees in
liberal arts fields or are less restrictive in their admissions.
[From: Understanding Faculty Productivity, Michael Middaugh, 2001, p.11, Jossey-Bass]
Definitions:
Carnegie Classification
According to 2000 Carnegie Classification, there are five
Master’s Colleges and Universities I in Minnesota:
 St. Cloud State University
 Minnesota State University, Mankato
 Minnesota State University, Moorhead
 Winona State University
 University of Minnesota - Duluth
Full-Time Instructional Faculty and Staff
Average Hours Worked
Table One: Average hours worked by Full Time Instructional Faculty and staff
Type of institution
Full Time Instructional Faculty and
Staff
Mean Hours/week
Semester
Fall 19921
Fall 19982
Fall 19921
Fall 19982
All institutions
528,261
560,000
52.5
53.3
Public Research
107,358
138,000
56.4
55.8
Private Research
32,164
39,000
57.6
55.4
Public Doctoral
52,808
58,000
55.1
56
Private Doctoral
28,684
21,000
53.4
53.7
Public Comprehensive
94,477
83,000
52.4
52.4
Private Comprehensive
38,561
38,000
51.9
51.7
Private Liberal Arts
38,052
48,000
52.5
53.8
Public 2-Year
109,957
102,000
46.9
49.1
Sources:1 National Center for Education Statistics, 1997
2
National Center for Education Statistics, 1999
Full-Time Instructional Faculty and Staff
Number of Faculty and Staff
Number of Faculty and
Staff
Faculty and Staff at Public Comprehensive Universities:
1987, 1992 and 1998
100000
y = -7065.5x + 105667
95000
2
R = 0.885
90000
85000
80000
75000
1987
1992
Year
1998
Full-Time Instructional Faculty and Staff
Allocation of time, by function
Percentage of time spent in each activity
Type of
Institution
Full Time
Instructional
Faculty and Staff
Teaching
Research
Administrative
Prof
Dev
Other
Fall
1992
Fall
1998
Fall
1992
Fall
1998
Fall
1992
Fall
1998
Fall
1992
Fall
1998
Fall
1992
Fall
1998
Fall
1998
All institutions
528,261
560,000
54.4
52.3
17.6
21.9
13.1
8.3
14.7
9.9
7.6
Public Research
107,358
138,000
40.4
42.3
31.5
32.8
12.9
7.2
15.2
11.2
6.5
Private Research
32,164
39,000
34.6
38.1
35.3
37.1
12.8
7.7
16.8
10.8
6.2
Public Doctoral
52,808
58,000
46.8
44
23.8
27.3
13.2
8.7
16.1
13.4
6.6
Private Doctoral
28,684
21,000
44.5
42.4
21.7
26.5
15.7
9.8
18.1
14.4
6.8
Public
Comprehensive
94,477
83,000
60.2
57
14
18.8
12
7.5
13.7
9
7.7
Private
Comprehensive
38,561
38,000
59.5
55.4
11.8
15
14.6
11
13.8
10.3
8.3
Private Liberal
Arts
38,052
48,000
63.5
59.4
9.6
15.9
14.7
9.5
11.8
7.1
7.8
Public 2-Year
109,957
102,000
68.7
68.6
4.5
7.3
12
7.4
14.6
7.4
9.3
Sources:1 National Center for Education Statistics, 1997; 2 National Center for Education Statistics, 1999
Full-Time Instructional Faculty and Staff
Classroom & Student credit hrs.
Table Three: Average classroom hours and student credit hours Fall 1987 and Fall 1992
Type of institution
Full Time Instructional
Faculty and Staff
Classroom hours
Student Credit Hours
Fall 1992
Fall 1987
Fall 1992
Fall 1987
Fall 1992
Fall 1987
All institutions
528,261
515,139
11
9.8
337.4
300.4
Public Research
107,358
102,115
6.9
6.7
281.3
263.5
Private Research
32,164
41,574
7.1
5.9
231.7
225.5
Public Doctoral
52,808
56,294
9.7
8.1
337.1
285.9
Private Doctoral
28,684
25,065
8.3
6.7
395.6
200.1
Public Comprehensive
94,477
97,131
10.9
10.4
337[381]A
316.7
Private Comprehensive
38,561
36,842
10.6
10.8
273.6
276.1
Private Liberal Arts
38,052
38,446
11
10.5
242.4
234.5
Public 2-Year
109,957
96,144
16.3
15.1
457.3
420.8
Sources:1 National Center for Education Statistics, 1997
Note: A St. Cloud State University: Fall 2003
Full-Time Instructional Faculty and Staff
Student credit hrs. over time
Student Credit Hours over tim e
400
SCH
380
360
y = 4x - 7631
R2 = 1
340
320
300
1985
1990
1995
Year
2000
2005
Full-Time Instructional Faculty and Staff
Average scholar products
Table Four: Average scholar products for the two years prior to Fall 1992
Type of institution
All institutions
Public Research
Private Research
Public Doctoral
Private Doctoral
Public Comprehensive
Private Comprehensive
Private Liberal Arts
Public 2-Year
FT Instructional
Faculty & Staff
528,261
107,358
32,164
52,808
28,684
94,477
38,561
38,052
109,957
Refereed/Juried
Reviews &
Publications
non-refereed
1.9
3.8
4.5
2.9
2.3
1.2
0.9
0.9
0.2
1.4
2
2.1
1.6
1.6
1.5
1.1
1.3
0.5
Books/ Book
Chapters
0.5
0.9
1.2
0.7
0.7
0.4
0.4
0.3
0.1
Source: National Center for Education Statistics, 1997
Monographs Presentation
Tech Reports and Exhibits
0.9
1.5
1.3
1.2
0.9
1
0.8
0.6
0.4
4.4
6.3
6.5
5.9
4.1
4.3
3.9
3.8
1.8
A Look at Assessment through
Key Performance Indicators
Presented by:
Dr. Brenda Wentworth
Definitions:
Assessment & KPIs
Assessment: Includes the gathering of information concerning the functioning of
students, staff, and institutions of higher education. Information may or may not be
in numerical form, but the basic motive for gathering it is to improve the functioning
of the institution and its people. Functioning refers to the broad social purposes of
a college or university: to facilitate student learning and development, to advance
the frontiers of knowledge, and to contribute to the community and the society. -Alexander Astin
Key Performance Indicators (KPIs): Measures that are monitored in order to
determine the health, effectiveness and efficiency of an organization. KPIs help the
organization think strategically about itself and its environment. They are specific,
objective measures that tell an organization if it is accomplishing its goals.
Quantitative KPIs allow you to reflect the results of a large, statistically
significant sample
Qualitative KPIs provide in-depth information on a small sample of a larger
population
Based on the work of Michael Dolence
Definitions:
Direct & Indirect Measures
Direct Measures: Test what students have learned
Indirect Measures: Ask students their opinions about what they have
learned
Each program should have a balance of direct and indirect measures.
Academic Distinction: Striving to provide a quality educational
experience for undergraduate and graduate students as defined by the
measurements established through key performance indicators
Examples of KPIs
Definition
Responsible
Calendar
Undergrad FTE
Enrollments
Undergrad credits/30 as
measured on the 45th day after
the completion of the term
(undergrad credits are based on
student level not course level)
Enrollment
Management
Per
Semester
Graduation Rate
Number of admitted freshmen,
who are enrolled on a full-time
basis, and complete a bachelors
degree in 6 or fewer years
Enrollment
Management
Annual
Student
Involvement in
Community
Number of students who
participate in volunteer activities
each academic year
Student Life &
Development
Per
Semester
Student
Academic
Experience
Number of students enrolled in
capstone courses that require
student/faculty research and/or
responses on the NSSE student
survey
Academic Affairs
Per
Semester &
Annually
Questions or Comments
Thank you for attending today’s forum.
Please watch for announcements
on future forum topics this year.
Visit the SCSU Strategic Planning Web site at:
www.stcloudstate.edu/strategicplanning