STRATEGIC
ACADEMIC PLAN
2014-2017
TABLE OF CONTENTS
TOPIC
PAGE
I.
Executive Summary
Introduction
3
4
II.
The Essence of the International University of Grand-Bassam
7
III.
The International University of Grand-Bassam Today
A. Campus Growth
B. Academic Programs
C. Intellectual Community
D. Physical Space
E. Resource Decisions
8
8
9
10
11
13
IV.
The International University of Grand –Bassam:
Priorities, Goals, Strategic objectives, and Action Plans
A. Priority 1: Ensuring Academic Excellence
B. Priority 2: Enhancing and Growing the diversity of the Student
Population
C. Priority 3: Develop the Professional capacity of
Faculty and Staff
D. Priority 4: A comprehensive foundation-Reinforce the
University
US style of Education at IUGB
E. Priority 5: Establish a System of Governance for Faculty,
Staff, and Students
F. Priority 6: Promote the Center for Continuing Education(CCE)
G. Priority 7: Provide for Quality Assurance and University
and Program Accreditation
H. Priority 8: Supporting Education
I. Priority 9: Enhance the engagement with Industry and
University Partnerships
J. Priority 10: Ensure resources are optimally allocated to
Priorities
13
V.
The Path to Implementation
A. Institutionalization of the Plan
B. Structuring of the Implementation
C. Establishment of Responsibility
30
30
31
32
VI.
VII.
Challenges and Benefits
Appendices
32
34
13
16
19
22
24
25
26
27
28
29
STRATEGIC ACADEMIC PLAN (2014-2017)
EXECUTIVE SUMMARY
The International University of Grand-Bassam (IUGB) faces both profound challenges
and opportunities in the years ahead as it tries to achieve its stated aim: being a US model
university that is well anchored, with practices and procedures recognized by both
national and international accrediting agencies.
The following Strategic Academic Plan (SAP) uses as a benchmark IUGB’s goal of
firmly establishing itself as a US accredited institution known for its transparency,
accountability and academic excellence with equal access to all students, irrespective of
socio-economic status, gender, or ethnicity.
The Strategic Academic Plan used as a foundation for its vision, mission, priorities, and
goals, the Institutional vision, mission, goals, and priorities as stated in the Strategic
Business Plan of 2011-2015. The Strategic Academic Plan seeks to outline the goals,
strategic objectives, and action plans in a 3 year timeline with a defined implementation
process based on these principles.
This following document includes the processes used for reviewing the current courses
and future course needs for the various undergraduate degree offerings suggested. The
process for the restructuring of the Pre- University Program and the Continuing
Education Center is also discussed.
The support areas to the Office of Academic Affairs (OAA) were also evaluated and will
be addressed: admissions, advising, library, registrar, human resources, educational
technology (IT hardware and software needs), faculty and staff recruitment and hiring
procedures, student life and services, medical services, student organizations and faculty
and staff governance issues.
The Strategic Academic Plan will conclude with challenges as well as benefits and
identify areas for further investigation and detail.
STRATEGIC ACADEMIC PLAN (2014-2017)
I. Introduction
The International University of Grand-Bassam has stated in the Strategic Business Plan
its strategic goals as:
1. High quality, regional and relevant education through the provision of
innovative, market driven and environmentally sensitive education,
research and services in areas critical to the regional economy and future
development;
2. Establish a strong and effective governance structure to ensure
accountability, transparency and high standards;
3. Recruit and build an ethnically, regionally and gender diverse student
body, faculty and staff;
4. Secure and properly utilize the financial resources necessary to sustain the
students, faculty, staff and its operations;
5. Establish collaborative partnerships with local and international
organizations to enhance the educational and experiential opportunities for
students and faculty to attract financial and human resources.
It became clear that a Strategic Academic Plan to ensure IUGB’s investments in the
academic programs and physical improvements reflected a sound, coherent, and
ambitious vision. This Strategic Academic Plan has been put in place to implement the
first phase of this ambitious project.
It is acknowledged that as the University of Grand-Bassam enters a new phase in moving
forward it faces the following challenges:





To grow enrollment by 30% a year starting with a projected 500 students
in the 2014-2015 academic year, if new degrees are approved. Therefore
having 650 students in the period of 2015- 2016 and 845 by 2016-2017,
To pursue exciting new paths of community service, teaching
excellence, and applied research activity for faculty, students, business
and community needs
To enhance the campus infrastructure with a new Science, Technology,
Engineering, and Mathematics (STEM) building, providing needed on
campus science labs for the ones presently being offered off campus and
for future computer and engineering labs. This building will house a
student work room, offices for faculty and for lab technicians. .
To strengthen the academic enterprise by becoming an undergraduate
and later graduate accredited degree granting university,
To provide the opportunity for deserving youth a strengthened program
which focuses on the development of English and Math skills in order to

achieve the necessary TOEFL and SAT or equivalent scores needed to
enter an undergraduate degree program,
To serve the people of Cote d’ Ivoire while expanding throughout the
region, the continent, and the international arena.
For these reasons the future development will require not only the guidance of a Strategic
Academic Plan but also a strong implementation effort to ensure that the IUGB
investments in both academic programs and physical improvements reflect the vision
projected in the Strategic Business Plan.
This plan has been prepared by the Executive Leadership of the University as a path
forward. The VPAA began to outline the vision for the OAA with the President, COO,
and the Associate Deans. The Academic Vision and Mission used the University Vision
and Mission as a foundation to build on, so that true cohesion will result. The following
Vision and Mission statements for the Academic Office were created as follows.
VISION
To put in place an internationally recognized university based on the US model of higher
education. This institution will offer a full gamut of degrees from undergraduate to
doctorate levels..
MISSION
To ensure that academic excellence of the students at IUGB is achieved by offering
Excellence in teaching, applied research and service by the faculty, to provide a
supportive and student focused set of services and campus experiences by the staff, and
to provide programs and degrees that are of interest to the students but also needed in the
local, regional and global workforce. The Office of Academic Affairs (OAA) will strive
to offer students of diverse nationalities, gender and ethnicity an education that enhances
critical thinking, problem solving, and a lifelong learning attitude.
During the last week of January, 2014, a faculty meeting was held to discuss the Path
Forward and the need for a close collaboration if the plan was to be successful. This was
followed by the VPAA developing an overall work plan. This was shared with the COO
and the Associate Deans. The VPAA and Associate Deans then began the work of
defining the details for each of the Schools specific work plans. The Principles for
Program Review used in this planning process included obtaining external input from the
business community and governmental agencies, internal input and discussions, input
from the business consultants, and from the partner institutions. This step was followed
by the School of Business and Social Science and the School of Science, Technology,
Engineering and Mathematics faculty meetings and work team efforts. The results
included the development of both a Strategic Academic Plan and the development of the
degrees with supporting documents. An outline of the degree offerings seeking approval
include: 5 supporting documents for each degree or minor. These were reviewed using
the Criteria for new Academic Initiatives (Appendix 1)
The Pre University Program (PUP) Interim Director and a full-time faculty member met
with the VPAA and COO. A discussion of the needs and goals for PUP were discussed
and a work plan was developed; which included a review of the current structure of PUP
in light of the admission requirements of an end goal of a TOEFL score of 71 and a SAT
(or its equivalent) score of 1100. It also benchmarked other US institutions offering
developmental opportunities for students seeking a university degree. The Interim
Director and full time faculty member formed a work team with the VPAA to restructure
and revise PUP according to the Principles of Program Review and the Criteria for new
Academic Initiatives. They have also suggested a name change from (Pre-Undergraduate
Program) PUP to the University Preparatory Program (UPP).
The Coordinator of the Center for Continuing Education (CCE) and the VPAA met to
discuss the outreach needs of IUGB. A draft reorganization of categories of offering was
defined. Dr. Jeffrey Morgan was contacted at the University of Houston (UH), a partner
university, to review and give suggestions and insight for a future center and the staff
needs required. A new structure containing five divisions and a name change from
Continuing Education (CE) to Center for Continuing Education (CCE) was suggested.
Each of the support areas including the Registrar’s office, the Library, Human Resources,
Information technology, Student Services, Medical Services, and Student Organizations
were reviewed. Faculty and Student governance processes and procedures and the
existing Faculty and Student handbooks were reviewed.
Student surveys were conducted to obtain the intent of students with 81 or more credits,
80 to 71 credits, and under 71 credits regarding interest in transfer to partner Universities
or to obtain IUGB degrees, if approved. This allowed a Faculty sponsor to work with
students in devising the survey, getting the data, compiling the data and presenting it for
inclusion to this report. The importance of students giving input to future educational
desires and working with a Faculty member to provide the data was seen as a step in
involving students in this plan. (Appendix 2)
Private, governmental, and nonprofit organizations were visited and/or interviewed
related to future work force needs and the goals of IUGB. These included: Standard
Chartered Bank, Coca Cola, Eco Bank, APEX-CI, SIR, the African Union, the African
Development Bank, The Ministry of Foreign Affairs, The US Embassy, Unilever,
Anadarko, Schlumberger, and the United Nations Industrial Development Organization
(UNIDO). References including reports and studies, both domestic and international,
were also consulted. Examples included the World Bank, the International Monetary
Fund (IMF), the United Nations Development Program (UNDP), the National agency for
Employment promotion and the labor market (AGEPE) and the Confederation Generale
des Entreprises de Cote-d’Ívoire (CGECI)..Several attempts were made to obtain
workforce needs surveys from the American Chamber of Commerce (AMCHAM) and
professional associates. (Appendix 3)
Information obtained led to inferences made for Degree Programs to move forward. A
faculty document containing the names of all full-time and part-time faculties in the
Schools of BSS, STEM, and PUP was developed. Each faculty member’s profile
indicates their name, institution granting terminal degree, degree obtained, and classes
taught in the academic year of 2013-2014. (Appendix 4)
The resulting Strategic Academic Plan describes the key priorities and challenges that the
Office of Academic Affairs will face in the coming years. It lists the goals and strategic
objectives and an action plan for the years 2014-2017. The action plans are not as
specific as intended and need to be revisited and given detail in the summer of 2014;
however, the most immediate actions are cited.
The total time from beginning the research to this resulting document consisted of 6
weeks. The Strategic Academic Plan is a framework that outlines a road map for the
future.
II.
The Essence of the International University of Grand-Bassam
At its heart, our academic strategy must reflect and further the values that make IUGB
unique and forward looking:
o The Breath and Quality of the Pre-University Program and Future
Undergraduate and Graduate Degree Programs. IUGB believes in providing
youth regardless of gender, ethnicity, or income level an opportunity to gain a
higher education. A rich variety of programs in the academic enterprise at IUGB
can create a setting conducive to critical thinking, varying cultural perspectives
and paradigms, an attitude of inquiry for new knowledge, and a sense of
community and social responsibility.
o A Comprehensive Foundation. IUGB believes that every student that graduates
should possess literacy and numeracy across a broad range of disciplines in a
standard University core and believes that this is as fundamental to success as
specific knowledge within a discipline.
o The integration and synergy of education and applied research and field
experiences. IUGB aims to provide an education in which critical thinking,
analysis and discovery are integral to course work. Our students can contribute to
discovery through student- faculty projects, internships, field experiences and
mentoring. Under the guidance of faculty, staff and private and public
enterprises, students can experience a sense of application to theory for identified
business or social problems.
o The synergy of professional, lifelong learning and workplace offerings. IUGB
believes that a strong Center for Continuing Education (CCE) can provide
outreach to the business community, the public sector, instructors, staff, and local
and regional community members. Language acquisition in English, French, and
additional languages as requested , work place skill development, academic test
preparation and examination, professional and management seminars, training for
specific in house business needs can all provide a connection with just in time
learning needs for our constituency.
o The value of contiguity. IUGB believes that a vital intellectual community can
thrive when the entire scope of the academic facility is located in close proximity
in order to foster formal and informal interactions that lead to productive
collaboration.
o The primacy of public service. IUGB recognizes a core purpose is to serve and
benefit the people of Cote d’ Ivoire and the region. It is important to provide
outreach to underserved communities and to provide for economic growth and
innovation through the development of human capital.
o A partnership of students, faculty and staff. IUGB recognizes the
contributions of all parties and believes that they are essential and inseparable.
No group can excel without the support of the others and each must have adequate
resources for IUGB as a whole to succeed.
o Excellence in every endeavor. IUGB must ensure each element of the academic
areas of teaching, applied research, and service contributes to academic
excellence. This requires IUGB to recruit and retain the right people from the full
talent pool and to provide the resources needed for them to excel. However, the
thrust of the university is to put in place a robust set of high quality undergraduate
degrees that meet local and regional needs.
III.
The International University of Grand –Bassam Today
The need for a sound and coherent academic strategy at IUGB is driven by a
confluence of several factors, both internal and external:
A.
CAMPUS GROWTH
The Ministry of National Education projects the number of university age
students in Cote d’Ivoire to grow to 273,559 students by 2015-2016. As part
of the University-wide strategy to accommodate this increased demand and
the demand of the future workforce of a frontier economy such as Cote
d’ Ivoire, we look forward to expanding our efforts. This expansion
encompasses the implementation of four year undergraduate degrees in the
School of Business and Social Sciences and in the School of Science,
Engineering, Technology and Mathematics.
We will continue to offer transfer opportunities as well as future study abroad
programs through our partner universities in the United States. We will also
seek to design workforce-friendly graduate degree programs in fields such as
Project Management and Business. We will continue to offer the Pre
University Program for deserving youth in their preparation for a US model
university experience.
The campus will also need to serve the continuing education and lifelong
learning efforts of community participants. There will need to be a facility in
Abidjan and in Grand-Bassam for this purpose.
This growth will affect the present location and the future campus. These
efforts will require a strategy to expand our physical facilities. This will be
addressed in a separate section.
We must manage our portfolio to ensure that IUGB students obtain a quality
university experience at the IUGB campus. It must also serve the participants
from the community in achieving their lifelong learning goals.
B. ACADEMIC PROGRAMS
Not only do existing fields of study continue to evolve, but new fields that
transcend traditional schools will emerge. The future lies in collaboration and
IUGB will nurture and encourage such initiatives, through the organization of
the initial School of Business and Social Sciences and the School of Science,
Technology, Engineering and Mathematics. The physical and organizational
design must meet challenges ahead. The schools will continue to grow as
needed.
The profile of demand for our academic programs will also evolve as the
workplace and outside world changes. One trend of concern to IUGB is the
number of Pre-University students and two-year completion students, that at
the present time, cannot complete their bachelor’s degree at a US model
university in Cote d’ Ivoire. This is due to our lack of undergraduate degrees
and graduate degrees offered at the present time.
We have a priority of seeking approval for a few well planned degree
offerings that meet student needs and that are in demand in the work place.
For these and future degrees, we will seek approval so that faculty can be
hired, courses and curriculum can be developed, labs can be designed and
interested students can be recruited. The timeline will reflect this intent. We
want to retain what makes IUGB unique; however, it is also essential to be
able to respond to long term fundamental trends. We want to change the
current statistics obtained from the Office of the Registrar that indicated in the
student exit interview the main reason for leaving IUGB was to transfer to a
degree granting university. We want to become the degree granting university
that students choose first.
We must begin to develop clear criteria to guide our decisions regarding
programs to offer, programs that should grow and programs that should be
restructured, refined, not attempted, or eliminated.
There is a great diversity in the educational background, income levels and
other diversity factors in Cote d’ Ivoire. This reality should be reflected in our
student, faculty and staff populations.
We need to build paths for full participation at work and for life at the campus
which includes language training for all students; faculty and staff; financial
aid or work study opportunities for students; competitive salaries and
development opportunities for all faculty and staff.
C. INTELLECTUAL COMMUNITY
The International University of Grand-Bassam aims first to be an
undergraduate teaching university and then to offer graduate degrees as it
grows.
This means it should be a community of learners, united by a passion for
discovery that is stimulated by the interaction and exposure to diverse
perspectives. Participants with similar values to IUGB must be recruited,
welcomed, retained, and supported to provide this community environment.
IUGB must also offer an environment for applied research to thrive. Faculty
and students can engage in field experiences through capstone courses,
mentoring and internships. Each degree program will include such courses in
order to address this goal.
Private enterprise and social programs can create these interactions. Social
service projects can be infused into course offerings and through student
organization activities, thus allowing for the theoretical constructs learned in
class to merge with the practical needs of society.
In order to continue to move in this direction IUGB must recruit outstanding
faculty. Selection criteria needs to emphasis excellence in teaching and a
willingness to move beyond the classroom to the experiential experiences
afforded in the community. The current full-time to part-time ratio is too low
to provide the continuity needed. It is approximately 1 to 2.6 at the present
staffing levels. It will be an aim to review the current part-time faculty work
load, their credentials, their student and faculty evaluations, and discuss with
them their interest in becoming full-time faculty members. Many are highly
qualified and could be hired quickly. This would strengthen the ration of full-
time to part-time faculty. Many part-time instructors are teaching in the
University core areas where full-time faculty is needed. They are also teaching
some of the upper level classes that the present full-time faculty could prepare
for and teach. This issue must be addressed. Once degrees are approved, the
process of developing full time faculty position descriptions, creating search
committees, and advertising in well recognized journals will proceed. Use of
Visiting Professors from our partner schools, post doctoral students, and
scholars in residence could provide access to qualified candidates. Since it is
an undergraduate teaching institution with no graduate programs at this time,
individuals with a master’s degree in the discipline, some teaching experience,
and/or industry experience might be a viable alternative. IUGB could also
employ faculty with all but dissertation (ABD). The possibility of supporting
one deserving faculty to complete their PhD completion abroad might be
considered.
We have selected 3 Fulbright specialists for the summer of 2014. One is in the
discipline of Mechanical Engineering Technology, another in the field of
Economics, and the third is an expert in obtaining institutional and program
accreditation.
Faculty can generate support for funded research through local business and
public sector initiatives. We are beginning to identify such opportunities.
Faculty can enlist students to contribute to professional research activity thus
contributing to their own professional development, as well as to the student’s
portfolio of research activity. IUGB should consider granting “seed” money to
projects with a high level of potential for attracting future external funds.
Another key factor is providing or locating affordable housing. Prospective
faculty and future undergraduate and graduate students will need safe and
secure as well as affordable housing. The residence halls are adequate for the
number of students today but additional accommodations will need to be
sourced in the future. The supply of good residential facilities for the different
populations should be included in the new campus design.
D. PHYSICAL SPACE
The physical space at IUGB is adequate except for the lack of science labs.
However, as the population grows it will be imperative to continue the plans
to develop the 150 acres of land that can be used for further expansion. This
land is in close proximity to the present campus so in the future both sites
could be used. Any new facility built on the present campus can easily be used
in the future if well planned.
A US model university also needs to include classrooms that allow for team
learning, online research and collaboration. Instruction has undergone
dramatic changes in terms of the work style and infrastructure required. This
should be an integral part of the assumptions made for the use of space.
Further expansion to house the science labs offered is of first priority. The
students now take biology, physics, and chemistry in rented space from a high
school facility. It is approximately an hour and a half to a two hour drive each
way. This takes an undue toll on the transportation needs as well as on the
faculty and student time spent in travel. There is space on the present campus
to build a Science, Technology, Engineering, and Mathematics (STEM)
building. This could provide not only the needed space for the present natural
science courses but be designed to prepare for an eventual mechanical
engineering technology degree as well as additional engineering or technology
programs. A partner university has provided the design and equipment list
needed for the science labs and, if approved, the plans will be included in the
design phase. A Fulbright specialist in Mechanical Engineering will begin to
identify the lab space, equipment needs at IUGB in the summer of 2014. His
proposed work plan includes designing a lab for the MECT classes as well as
working with the STEM Associate Dean on the curriculum for the class labs
and courses. The STEM building could also house additional computer labs
that will be needed for the changes in the pre university classes and for the
degree programs. Additional software is being sourced to provide students
with extra resources for discipline specific study. At the present time there is
no dedicated math lab and the building could also provide that space.
Additional faculty and lab assistant offices and student study spaces could be
incorporated into the design. As the university moves toward greater applied
research and student faculty projects a dedicated space would be needed
especially for applied research projects in sciences, engineering, technology,
and mathematics.
Further expansion to house the new academic programs, applied research
projects, science, engineering, technology, mathematics, and computer labs
for easy student and faculty access is an important consideration. Any new
building should accommodate the needs of the physically challenged
individuals whether they are students, faculty or staff.
The Center for Continuing Education (CCE) is now housed in rented space
except for the office of the coordinator. If there is an approval of expanding
the program offerings to include further language acquisition offerings in
English and French, Professional and Management Seminars, Faculty and
Staff development, Test preparation and examination, and Work place skill
development, then a dedicated space for classrooms, conference facilities and
offices will be needed. The new amphitheater on the campus will work well
for large group seminars. As the CCE grows and becomes a more defined
source of revenue, then a physical space on the campus and in Abidjan would
be required. The need to find more suitable space in Abidjan needs to be
reviewed and sourced in the interim. It may be that a business or government
partner has space that could be utilized in the evenings for certain test
preparation classes or for professional or management seminars.
Public outreach programs are a good source of community relations, student
recruitment, and goodwill. It will be important to continue these efforts and
physical space will need to be addressed. This requires that initiatives to
create new venues have a clear set of priorities for location decisions.
Financing from government sources has been strong; however, as IUGB is a
private university, it will need to continue to generate other sources of income.
E. RESOURCE DECISIONS
IUGB will develop an entrepreneurial culture, turning to gifts and other
sources of funding to sustain and enhance the quality of academic programs
and quality of life on the campus.
The IUGB foundation will be an excellent source in providing this assistance.
Major gifts to the university should be pursued. Each capital investment must
be optimized in terms of benefit to IUGB as a whole. Initiatives to leverage
IUGB resources through creative partnerships with private and non-profit as
well as the public sector should be explored.
It is the purpose of the strategic academic plan to provide a framework for
these decisions. To this end, we have selected ten key aspects of the academic
enterprise believed to be critical to this framework. The Priorities, Goals,
Strategic Objectives and Action plans will be presented in a time-oriented
fashion.
IV.
The International University of Grand – Bassam: Priorities, Goals,
Strategic Objectives and Action Plans
A. Priority 1: Ensuring Academic Excellence at IUGB by the granting of
Undergraduate degrees in the School of Business and Social Sciences (BSS),
The School of Science, Technology, Engineering and Mathematics (STEM).
Ensuring that the Pre-University Program (PUP) supports the Admission
requirements for undergraduate students by emphasizing the TOEFL (or its
equivalent) and the SAT (or its equivalent) in both the English and Math
areas.
 Goal 1. Emphasis on the Breath and Quality of the academic
portfolio by obtaining approval for the restructuring of the PUP
program; thus allowing for the smooth entry of students into an
Undergraduate degree program.
Emphasis on the approval of BSS and STEM undergraduate degree
programs and minors related to future work force needs and student
interests. (Appendix 5)
Emphasis on the future approval of Graduate degrees that benefit the
professionals in the workplace
Emphasis the need for a practical and well defined organizational
structure
The decisions to be made on the programs that meet the students needs, the workforce
needs, and fit into the University and Academic vision and mission are too critical to be
made ad hoc. There is no magic way to make such decisions; therefore, they will be made
on the basis of findings from student surveys, work force needs and Board of Directors
recommendations. A consideration of the current number of IUGB full-time and parttime faculty and courses articulated with partners or courses that have been previously
taught at IUGB is also important in the decision making.
 Strategic Objective 1.1 Base the degree programs being forwarded for approval
on the Criteria for New Academic Initiatives. Given limited resources, we must
ensure the IUGB standard of excellence is the basis for each program offered.
Evaluation of the faculty work team proposals for degree and minor programs and
specializations was completed by the Associate Deans and the VPAA. There were too
many degree programs that faculty proposed offerings in such a short time frame. The
questions from the criteria were a way the VPAA aimed to make sound and impartial
decisions. This criteria or a form of it should continue to be used as new degrees or
minors are suggested. Readiness of new or existing programs should elicit and
incorporate student, faculty, staff, and industry input as much as possible. The criteria for
new academic initiatives were also used in deciding offerings in the non degree units of
IUG
We need to develop a contingency plan for students that have already taken 71 or more
credit hours and are in good academic standing. This will allow them to graduate in
December, 2014 or May, 2015. The Associate deans and VPAA will create a path for
completion supported by faculty in the specific discipline. This will be done only as an
exception for qualified students.
Action Plans and Timeline
1.1.1 Review all past proposals and Academic Board recommendations. January 2014
1.1.2 Develop a work plan for full-time faculty and Associate Deans to organize in
work teams by discipline and intellectual capabilities in the discipline.
January 2014
1.1.3 Meet with faculty to discuss assignment, give examples of needed documents and
criteria that will be used to select programs to move forward. February 2014
1.1.4 Develop a student survey form with a faculty advisor and student, to assess the
degree offerings suggested, in order to find interest levels of students presently on
campus. February-March 2014
1.1.5 Review all degree plans with: degree or minor description (the degree plan with
University core, School core , Major Requirements, Approved Electives), Course
descriptions with prerequisites, articulations and description of the present or
future course offering, Course sequence plan from Freshman to Senior year, and
Faculty presently available, and the requested Full time and Part time faculty
needs. Submit the university core in binder 3 for review by the Academic
Committee of the Board. February-March 2014
1.1.6 Meet with faculty work teams with revisions and suggestions for improvements
February- March 2014
1.1.7 Select degree plans or minors that meet all criteria and were submitted in a
professional manner with potential to move forward for April approval. Submit in
a BSS or STEM binder (binders 1 and 2) for review the Academic Committee of
the Board. March 2014
1.1.8 Identify qualified students noted on the student surveys and evaluate their
transcripts for a contingency plan for degree completion in December 2014 or
May 2015. May 2014
1.1.9 Review the Pre-University Program and its modules with the criteria and
requested restructuring for maximum efficiency and effectiveness in students
passing the TOEFL and the SAT English and Math requirements as well as a
good grasp of reading, writing and speaking English. February –March 2014
1.1.10 Review and select software that can aid in the effectiveness of the teaching of
English. March 2014
1.1.11 Develop PUP proposal and Program descriptions that include student learning
outcomes. Submit the recommended changes in binder 4 for review by the
Academic Committee of the Board. March 2014
1.1.12 Review and select Fulbright specialists from applications that relate to specific
degree programs or accreditation needs and request appropriate individuals to
work with IUGB in the summer of 2014. March 2014
1.1.13 Seek approval for selected degrees and minors in April 2014 for May and
September introduction. April 2014
1.1.14 Devise and implement a policy and procedures on the Grade Repeat Policy.
April 2014
1.1.15 Obtain Board approval for the Grade Repeat policy. April 2014
1.1.16 Devise a course or program change process and obtain Board approval.
(Appendix 6). April 2014
1.1.17 Visit local private businesses, government agencies, and non governmental
agencies to acquire information for partnerships between IUGB student needs and
the enterprise needs as well as to support degrees being offered. Develop
1.1.18
1.1.19
1.1.20
1.1.21
1.1.22
memorandums of understanding (MOUs) and identify focused activities between
students and faculty in terms of field experiences, mentoring, internships, guest
speakers and other activities to incorporate into curriculum. Spring 2014 - 2017
Evaluate process and continue to use criteria for new academic program offerings
in 2015 to 2017. Fall 2014- 2017
Create an advisory committee for BSS and STEM to assist with workplace
studies, scholarships, internships. Summer 2014
Review partner proposals for Graduate degrees: MS Project management and
Executive MBA with criteria for academic initiatives. Fall 2014
Begin process of collecting data on future graduate student interest and local and
regional work force needs. Fall 2014 to Summer 2015
Develop degree plans for graduate degrees and seek approval. 2015 -2017
 Strategic Objective 2.1 Redesign the organizational structure for the Office of
Academic Affairs to provide better cohesion between academic or supporting
units and ensure high quality and efficient administrative services and processes.
(Appendix 7)
Action Plans and Timeline:
2.1.1 Review the current organization structure which included the President, COO, and
VPAA. February- March 2014
2.1.2 Draft Organizational structure to present to the board. March 2014
2.1.3 Seek approval for changes to the current Organizational structure. April 2014
2.1.4 Prepare an organizational structure and empower the VPAA/COO to review
administrative personnel and processes.
2.1.5 Enable the VPAA/COO to put in place best practices.
B. Priority 2: Enhancing and Growing the diversity of the Student population:
Recruitment, Admissions, Advising, and Retention
The growth and demand of IUGB students that elect to complete their undergraduate
degree at IUGB is vital to sustainability and success. The desire to increase the female
student population in the STEM programs is also a priority. Strong recruitment efforts
and a systematic process will aid in this endeavor. A marketing strategy which includes
the traditional methods of high school visits and open house days should be
supplemented with online marketing and other marketing vehicles to prospective
students, parents, and other targeted groups. Immediate follow up from interested
students is imperative when interest is expressed. New admission standards for
undergraduate entry must reflect the standards of the partner US institutions and/ or other
US universities or US modeled universities. The criteria should have a clear pathway of
procedures for advisors to admit students as new freshman or advise them to the PUP
program. The use of standardized tests for English and Math to measure English and
Math proficiency needs to be administered in a timely fashion in order for plans to be
made for students’ placement. Normally this would be after the application is received
and accepted and would be at least 1 month before the student desires entry into the
University. Working with the local schools to promote the need for students to submit
applications to a University program in their last year of high school can aid their
successful admission into IUGB. The admissions folder could be updated when the
official transcripts are received. This is not the procedure at the present time and it causes
delays in scheduling of courses and assigning faculty to prepare and teach courses. As the
University grows and is known for its strong academic programs and regional excellence,
the need will grow for a deadline for acceptance and registering of classes. A completed
application form, application fee, letter of intent, recommendation letter from a former
academic teacher, official transcript, TOEFL or equivalent, SAT or equivalent, passport
photos, and vaccination records should be submitted. The new admission criteria to
include standardized exams may cause a slight decrease in the number of students in the
near term; however, it is believed that with the restructuring of the PUP program and
offering undergraduate degrees at IUGB, enrollment will increase in short order.
Once students have been advised to the appropriate PUP program or admitted to the
University undergraduate program, a general or faculty advisor should be assigned to the
student. The General and Faculty advisors, the support of faculty, the resources
available, the staff working to ensure students well being, and the quality of life on
campus will increase the retention rate of students.
If students decide to seek a summer abroad program, faculty advisors and the Associate
Deans should work with partner institutions or institutions abroad to ensure that students
receive academic credit for their study abroad program.
If a student decides to transfer abroad; an exit survey, and preferably with an exit
interview, should be conducted. This data should be compiled each year and
recommendations and changes considered to further the retention of students when
possible.
New graduate program should also have a clear set of recruitment, admissions, and
advising policy and procedures. Students will be composed mainly of local and/or
regional individuals in the workforce at the beginning; therefore, evening and weekend
classes must be considered. These students will want the maximum efficiency of
university processes employed so they can use their time in the most effective way
possible.
 Goal 1. Employ a clear and concise set of recruitment policies,
procedures and criteria.
 Strategic Objective 1.1 Develop a recruitment strategy that includes nontraditional as well as traditional methods of attracting students.
Action Plans and Timeline
1.1.1 Review the current recruitment strategy and analyze the purpose and the results
of currents efforts. April- May 2014
1.1.2 Develop a broad recruitment plan for future efforts. May-June 2014e
1.1.3 Include the recruitment efforts in planning of overall IUGB marketing strategy.
Summer 2017
1.1.4 Implement the plan. May-Sept 2014
1.1.5 Analyze results from traditional and nontraditional efforts. Fall 2014
1.1.6 Develop a future plan based on data of previous recruitment efforts. Fall 2014
1.1.7 Develop a process and database for recording student names for the purpose of
follow-up. Summer 2014
 Goal 2. Develop a clear admissions policy, procedure and criteria for
admittance to PUP or to Undergraduate degree program.
 Strategic Objective 2.1 Form a work team to devise and agree upon a future
admissions policy, procedures, and criteria for both efficiency and effectiveness
of placement of students.
Action Plans and Timeline:
2.1.1 Review current admissions policy, standards, procedures and criteria.
March 2014
2.1.2 Draft the admissions policy, standards, procedures and criteria for review and
final acceptance. March-April 2014
2.1.3 Submit admissions policies, standards and criteria to the Board for approval.
April 2014
2.1.4 Implement any admission changes approved by the Board. May 2014
2.1.5 Use new admissions testing process for Fall 2014 students. May to August 2014
2.1.6 Review results of new admissions criteria on PUP and Undergraduate programs
May 2015
2.1.7 Make necessary changes and present proposal to Board. April 2015
 Goal 3. Introduce a clear general and specific program advising
process for both PUP students and students with a declared major
 Strategic Objective 3.1 Develop a general and specific program advising
procedures for PUP students as well as students with a declared major.
Action Plans and Timeline:
3.1.1 Review the current advising procedures. March 2014
3.1.2 Benchmark current partner universities. March 2014
3.1.3 Form a work team to identify needed changes for advising processes for pre
university students and future undergraduate students. March 2014
3.1.4 Develop a broad framework for student advising that includes PUP and
undergraduate students. March-April 2014
3.1.5 Present future advising goals to Board. April 2014
3.1.6 Develop a work team to consist of Registrar, Associate Deans, Current Advisors
and FT faculty representatives from PUP, STEM and BSS to develop the advising
procedures for the Fall. May 2014
3.1.7 Implement the new advising procedures. Fall 2014 Spring 2015
3.1.8 Reconvene team to consider changes to advising procedures, develop detailed
changes and propose to Board. April 2015
 Strategic Objective 3.2 Develop an advising process for Graduate student
advisors
Action Plans and Timeline:
3.2.1 Benchmark Partner Universities advising process. Fall 2014
3.2.2 Form a work team to develop the advising framework for graduate students.
Fall 2014
3.2.3 Draft the advising policies and procedures and submit to Board. Fall 2014
3.2.4 Pilot advising procedures with potential graduate students.
Spring /Summer 2015
3.2.5 Implement advising procedures. Summer/Fall 2015
3.2.6 Review and make changes as necessary. Spring 2016
C. Priority 3: Develop the professional capacity of Faculty and Staff
The number of changes occurring at Universities is making it imperative for IUGB to
reexamine the types of faculty needed to teach our students, the methods they employ,
and the support they need to move from traditional pedagogy to more experiential based
methods in order to ensure that students not only succeed but excel in a timely manner.
IUGB should consider the employment of full-time teaching instructors for the PUP
curriculum and for the University core classes. Scholars in Residence, Post doctorial
students, and full-time teaching Instructors or faculty should be selected based on a
record of teaching excellence, a passion for teaching, a willingness to learn and
incorporate new methods of instruction, a willingness to teach a broad range of courses in
their discipline as well as their community or university service record, and their applied
research record. The teaching work load for full-time faculty in a University with an
emphasis on undergraduate teaching will be employed in accordance with the needs of
the University. A full-time instructor will have a 5 -5 course load with approximately 3
classes with new preparations and the other 2 courses with the same preparation. The
full-time faculty will have a course load of a 4 -4, 3-3-2 schedule or equivalent. They
will be assigned a lower level course to maintain the understanding of the lower level
students needs and to motivate them but they will also need to concentrate on the upper
level courses in their discipline. New preparations for the approved programs will
require new syllabi and course development; therefore a normal new preparation of 3
courses with a repeat will be assigned. Full time faculty with applied research funding
either internal or external can allow a faculty member to buy out a class if the level of
funding supports this endeavor. Service in the community, with student organizations, or
with professional societies in the discipline are important considerations in the evaluation
of the individual faculty member.
The need for student friendly staff will also be vital to support the academic efforts and
success of the student in all aspects of campus life. Therefore, staff must be able to
communicate to them in English and to have the students best interests in mind at all
times.
As IUGB grows and expands its undergraduate and graduate programs and employs more
applied research, student-faculty collaboration at the undergraduate and graduate level
will increase. Therefore, faculty with a record of applied research, referred journal
articles and a record of attracting external funding will increase.
We will work to provide students with access to the coursework they need to graduate in
a timely manner from IUGB or as a transfer student. Student semester abroad programs
will be encouraged. This will call for a review of the possibility of evening or weekend
classes or intensive short course offerings for students in the summer months.
The VPAA in possible collaboration with an appropriate academic committee and the
Associate Deans should review the current evaluation methods and forms used for faculty
and staff.
 Goal 1. Enhance the faculty and staff hiring process and
developmental processes and opportunities
 Strategic Objective 1.1 Develop a Faculty and Staff recruitment, selection, hiring
and evaluation process.
Action Plans and Timeline:
1.1.1 Send a letter written by the President to all faculty regarding new work load
requirements. February 2014
1.1.2 Develop a system with HR, Associate Deans, current faculty and the VPAA for
future hiring and evaluation processes. March-April 2014
NOTE: An interim procedure was developed by the VPAA for immediate use for
ft and pt faculty which will be discontinued after the new system is approved.
February 2014
1.1.3 Review the new process with the COO, faculty, and staff as appropriate.
May 2014
1.1.4 Make needed revisions and obtain salary ranges from the Office of Finance
May-June 2014
1.1.5 Implement and post the new processes in HR as well as online. May-June 2014
1.1.6 Develop a budget for recruitment efforts. May 2014-2016
1.1.7 Evaluate processes and future budgets for success in obtaining quality faculty and
staff with the necessary credentials Summer 2014-Summer 2017
1.1.8 Implement recommended changes to approved processes at the end of each
academic year 2015-2017
 Strategic Objective 2.1 Faculty evaluation system for full-time instructors, fulltime faculty, part-time faculty, and academic staff. Review present staff
competency and effectiveness.
Actions Plans and Timeline:
2.1.1 Form a team consisting of the Associate Deans, representatives from the faculty,
HR, and staff to review the current evaluation process and forms as well as the
timing of the evaluation. Summer 2014
2.1.2 Benchmark partner universities. Summer 2014
2.1.3 Design an evaluation system for faculty based on tenure like process for ft faculty
and teaching emphasis for ft instructors and pt instructors. Fall 2014
2.1.4 Seek approval from faculty and VPAA. Fall 2014
2.1.5 Implement in 2014. Fall 2014
2.1.6 Make necessary changes and continue to implement the new system. 2015-2017.
 Strategic Objective 2.2 Develop a master plan for faculty development
opportunities : training, conference participation, seed money for applied research
and community service projects
Action Plans and Timeline
2.2.1 Develop faculty work team consisting of faculty members of PUP, BSS and
STEM to identify areas of development in the above categories and others.
Summer-Fall 2014
2.2.2 Team solicits 2014 to 2016 needs and estimated costs. Summer-Fall 2014
2.2.3 Proposal by team is submitted to VPAA, COO and Director of Finance. Fall
2014
2.2.4 Approval or recommendations given. Fall 2014
2.2.5 Implementation begins. 2014-2016
2.2.6 Evaluation of plan of activities and budget as related to university and academic
mission. Fall 2015, Fall 2016, Fall 2017
 Strategic Objective 2.3 Conduct and audit of the present HR policy and related
procedures.
Action Plans and Timeline
2.3.1 Collaborate with a partner University.
2.3.2 Develop a strong set of HR procedures for faculty and staff
2.3.3 Review the current placement of HR in the organizational structure.
D. Priority 4: Put in place best practices and procedures of a US model
university’s educational and administrative functions coupled with a
mandated audit process.
Research literature indicates that students’ level of engagement is critical to long term
achievement. Key benchmarks of engagement include level of academic challenge,
active and collaborative learning, enriching experiences, student- faculty interaction, and
institutional support. Direct participation under mentorship and faculty and staff
interaction can advance progress. A survey of literature found that small seminars,
mentored research, and capstone projects were key points for faculty, student, staff,
business and government engagement. IUGB must continue to recognize the crucial role
that the registrar, library, technology, student life and services, student organizations, and
medical services play in the overall educational mission.
 Goal 1. Student engagement and enhancement of key success factors
 Strategic Objective 1.1 Foster best practices in administrative practices for
students, faculty and staff
Actions Plans and Timeline:
1.1.1 Pursue implementation of efficient administrative procedures and operations by
auditing current activities and issues. 2014-2015
1.1.2 Identify and purchase needed software that integrates the student management
process. March 2014
1.1.3 Evaluate the effectiveness of the software. March 2015
1.1.4 Make changes as appropriate. April-May 2015
1.1.5 Review the current organizational structure and reporting relationships and make
necessary changes. 2014
1.1.6 Implement and evaluate the changes. 2014-2016
 Strategic Objective 2.1 Foster and promote, faculty-infused, student- centered,
pedagogy in courses
Actions Plans and Timeline:
2.1.1 Identify new training methodologies that increase student success in classes.
Summer 2014 -2016
2.1.2 Identify sources of training and develop proposals for faculty development
Summer 2014- 2016
2.1.3 Deliver workshops in best teaching practices and use of technology and
experiential learning via CCE Fall 2014-2016
2.1.4 Evaluate results by reviewing student pre and post evaluations and other
statistical measures. Spring 2015-2017.
2.1.5 Devise a workshop on creating effective syllabi for students both in print form
and online. Summer 2014 and Fall 2015-2017
2.1.6 Develop training for faculty on designing online learning, mentoring, and online
classes. 2015 -2017
2.1.7 Offer workshops in best teaching practices and use of technology.
Fall 2014-2017
2.1.8 Design and reinforce an award system to recognize student, faculty and staff
excellence. 2014-2017
2.1.9 Introduce and provide training in Robert’s rules of order for all board members,
faculty, and students. Summer 2014
2.1.10 Make use of advanced tutorial software for student mentoring to include online
delivery platforms. Fall 2014
 Strategic Objective 3.1 Redesign the library for interactive activity as well as for
traditional purpose.
Actions Plans and Timeline:
3.1.1 Develop a proposal that identifies the current use of the library and the library of
the future in terms of physical space, software and database needs, student
workspaces, computer needs, library discussion areas, and quiet spaces.
March 2014
3.1.2 Seek approval for a new library proposal. 2014-2015
3.1.3 Evaluate changes as related to student access, academic use as well as faculty
and student research needs and study group support. May 2015
 Strategic Objective 4.1 Reinforce the use of English on campus
Actions Plans and Timeline:
4.1.1 Generalize and continue the support of English throughout the campus by
students, faculty, staff , maintenance workers, medical and student services staff,
housekeeping, and drivers 2014-2015
4.1.2 Continue to offer levels of English class to staff and use of English software for
individual study. 2014-2017
4.1.3 Develop CLEP and AP testing in English for student and staff advancement.
Summer 2014
4.1.4 Continue to review CCE classes in language acquisition for offering for faculty
and staff. Summer 2014-2017
4.1.5 Provide a provision in the tuition fee for students to use “Tell me more” software
and obtain reimbursement upon presenting a certificate
E. Priority 5 : Establish a system of governance for faculty, staff and students
The participation of faculty, staff, and students in a faculty Council to engage in and
work on the strategic objectives and action plan are of up most importance. It is one
thing to develop a Strategic Academic Plan but unless the plans are approved and
implemented, reviewed, and updated; then the plan is just that – a plan. A faculty and
student governance structure should be designed by an Academic Committee appointed
by the VPAA.
 Goal 1. Increase faculty governance and participation in decisions
affecting the Vision and Mission of the University and Academic
office.
 Strategic Objective 1.1 Develop a faculty advisory council.
Actions Plans and Timeline:
1.1.1 Develop a committee to establish the Faculty Council. April-May 2014
1.1.2 Put in place a mechanism for setting a Faculty council that advises the VPAA
and Associate Deans on Faculty concerns.
1.1.3 Identify a committee to review and revise as necessary the Faculty handbook.
Summer 2014
1.1.4 Use the present faculty handbook and partner handbooks to benchmark against.
Summer 2014
 Goal 2. Increase Student Governance and participation in decision
affecting student life and organizations
 Strategic Objectives 1.1. Develop a Student Governance committee that includes
the student government Association, faculty members, staff representatives, and
Associate Deans.
Actions Plans and Timeline:
1.1.1 Integrate academic excellence with campus activities and student affairs.
2014 -2017
1.1.2 Review the current student handbook, benchmark against partner universities
and revise as necessary. Summer 2014
1.1.3 Review the current standards and activities that encourage academic excellence
through campus activities and student organization. 2014-2017
1.1.4 Develop a system for students to provide suggestions on campus life and
student services. Summer 2014
1.1.5 Implement the student suggestion system. Fall 2014
1.1.6 Review and evaluate the student suggestion system. Spring 2015
1.1.7 Continue the process of collecting student suggestions. 2015-2017
1.1.8 Introduce and provide training and use of Robert’s rules of order in student
organization meetings and provide timely minutes. Fall 2014
1.1.9 Revisit the policy in the student handbook regarding the creation of new student
organizations: professional, religious or other. May 2014
1.1.10 Review and revise the student handbook as needed using a committee selected
by the Student Governance committee and the Faculty council. Summer 2014
F. Priority 6: Promote the Center for Continuing Education (CCE) by
integrating the synergy of professional, lifelong learning and work place
offerings
Establishing a quality oriented CCE with systems and processes is needed as a
prerequisite to further development and growth. The CCE will be structured in 5
divisions: 1) Leadership, Professional, and Management Development,
2) Faculty/Instructor/Staff Development and Teacher Training, 3) Workforce skill based
Training and Certification, 4) Language Acquisition: English and French, and a 5)
Testing Center: Test Preparation and Examination. Each of the 5 divisions can increase
the visibility of IUGB to the public and to leaders in industry, the government and the
region and also increase the revenue stream. It can provide and strengthen the bond
between individuals, companies, and other stakeholders to the University.
 Goal 1. Strengthen the presence of the CCE in the region and local
community as a provider of valued developmental opportunities.
 Strategic Objective 1.1 Increase the importance of the CCE by developing a
structure that caters to varying needs.
Actions Plans and Timeline:
1.1.1 Develop a feasibility study to plan for a structure that includes departments for:
professional and management development; faculty and staff Development;
work place skill-based training and certification; language acquisition; and test
preparation and examination in areas such as TOEFL, SAT CLEP, GMAT,
GRE. Spring-Summer 2014
1.1.2 Develop job descriptions for: CCE director, coordinator, trainer, and support
staff. April 2014
1.1.3 Continue to benchmark with partner universities such as University of Houston
through Dr. Jeffrey Morgan. 2014-2015
1.1.4 Design and implement the procedures necessary to market the programs for
value and profit. 2014-2017
1.1.5 Hire a full time individual for marketing, coordination and training. April 2014
1.1.6 Secure space for an office, training rooms, and resources in Bassam and in
Abidjan. Summer-Fall 2015
1.1.7 Use criteria for new Academic Initiatives as a template to consider CCE
offerings. 2014-2017
1.1.8 Assess and evaluate programs and offerings through participation evaluations
and external audit. 2015-2017
1.1.9 Identify future workshops involving IUGB and secondary education institutions
such as PEACE Studies.
1.1.10 Identify opportunities to include the training necessary for the future College
Readiness Program instructors.
G. Priority 7: Provide for Quality Assurance as well as University and Program
Accreditation
As we move forward, it is necessary for IUGB to work toward institutional and program
accreditation. Reviews, both internal and external, can provide the necessary information
to improve targeted priorities. This can be provided by peer reviews and external
validation, with the aim of constantly improving the IUGB offerings, as well as
institutional and program infrastructure needs, support and resource needs and capital
requirements. All units of IUGB both academic and administrative will work on
enhancing our effectiveness by improving planning systems and procedures, promoting
evaluation at all levels, and promoting validation and recognition by bodies such as
NEASC and program bodies such as ABET and AACSB. The elements to include are:
pursuit of the mission with intentionality, increase ownership of policies and practices;
implement new policies, practices and organizational development to enhance
institutional effectiveness, development of human capital resources, and development of
a robust program of communications.
 Goal 1. Align IUGB with NEASC standards and requirements and
Undergraduate Programs with ABET or AACSB guidelines.
 Strategic Objectives 1.1 Develop a self study system and set of procedures for
evaluation of the institution and programs.
Actions Plans and Timeline:
1.1.1 Appoint a committee to consist of the COO, VPAA, Associate Dean, designated
faculty, staff, and Fulbright specialist to develop an accreditation plan for the
University. June-July 2014
1.1.2 Appoint a committee of STEM faculty and the Associate Dean to work with the
Fulbright specialist on ABET accreditation processes and procedures.
June-July 2014
1.1.3 Utilize the expertise of a Fulbright specialist who can work with the BSS
Associate Dean and designated faculty on AACSB accreditation process for
undergraduate programs. May-June 2014
1.1.4 Utilize the expertise of a Fulbright specialist who can work with the STEM
Associate Dean and designated faculty on ABET accreditation process for
undergraduate programs. May-June 2014
1.1.5 Develop a communication process to involve the entire University community,
stakeholders, and others to move toward accreditation. Fall 2014
1.1.6 Continue to compile for each academic class an outstanding example of a course
syllabus, samples of student assignments, exams for each PUP, STEM, BSS, and
University core class as well as elective classes.
Spring 2014 and each semester hence –Beginning March 2014 onward
1.1.7 Organize the files in the Office of the VPAA for accreditation purposes.
Summer 2014 forward
H. Priority 8: Supporting Education- The value of a self contained and
interactive campus with cutting edge technology.
IUGB is more than the sum of its parts. A great university requires a vital and dynamic
community that provides exposure to a wide range of cultures, perspectives, generates the
encounters, and interactions that lead to new discovery and ideas. The campus should be
designed to foster those interactions. Labs that require frequent trips from the main
campus should have first priority for the new STEM building on the present site. Plans
could also include space for the functioning of student services, administrative units and
computer labs.
The introduction of email and social media sites has transformed the nature of collaborat
ion. The campus of the future must support the seamless interaction of wired and
wireless technologies across the domains of education, research and administration.
Students, Faculty and Staff need to be able to deliver or access lectures online and have
web-based learning modules that extend and enrich the class room experience.
 Goal 1. Provide for self contained and traditional disciplines with
interaction everywhere
 Strategic Objective 1.1 Accommodate future growth on the campus with a new
STEM building and facilities to support every aspect of student research and lab
activities.
Actions Plans and Timeline:
1.1.1 Design the STEM building on the present campus with external consultants to
provide input to space needs, requirements, equipment, and office space as well
as lab and student and faculty work space 2014 -2015
1.1.2 Build and begin to use the new building including the labs for the
Fall 2015
1.1.3 Evaluate the functionality of the space with students, faculty, lab assistants, and
support staff and make recommendations for changes. 2016-2017
 Strategic Objective 2.1 Continue to increase the connectivity of the campus
Actions Plans and Timeline:
2.1.1 Upgrade the places for wireless interactions such as faculty and student lounge
areas and external courtyard space. 2014-2015
2.1.2 Enhance the role of the library as an intellectual commons area by offering not
only quiet and well equipped places for individual work but also accommodate
the growth of the student body and the dynamics of group study with on line
research capability. 2015-2016
2.1.3 Provide for a secure and accessible learning environment. Fall 201-Fall 2015
2.1.4 Continue to provide a safe place to live and work at all hours on the campus by
ensuring the security of the buildings. 2014-2017
2.1.5 Design all new campus facilities to accommodate the needs of the physically
challenged students in the library, classroom, residence halls, and student service
areas. 2014-2017
2.1.6 Develop, provide and train students, staff, and faculty in emergency evacuation
procedures for external or internal threats. May 2014 and forward
I. Priority 9: Enhance the engagement of Industry and University Partnerships
 Goal 1. Enhance the involvement of partners in academic support
activities
 Strategic Objective 1.1 Increase the solicitation of business and academic
partners for benchmarking, academic activity, scholarships, and financial aid.
Actions Plans and Timeline:
1.1.1 Develop a list of organizations to visit and introduce the upcoming degree
programs and needs of the undergraduate faculty and students.
February March 2014-onward
1.1.2 Compile the data to support the needs for degrees proposed. March 2014
1.1.3 Develop MOUs for all businesses and governmental agencies visited.
2014-2017
1.1.4 Develop an advisory committee for the STEM and BSS programs.
Summer 2014
1.1.5 Incorporate the agreed upon student centered activities between IUGB and the
external organization. March 2014 onward
1.1.6 Develop an evaluation for external organizations as they participate in activities.
Summer 2014
1.1.7 Continue to include business and public organizations in academic activities.
2015 – 2017
J. Priority 10: Ensure resources are optimally allocated to Priorities
We have presented the key challenges to IUGB which must be addressed in the coming
years and prioritized them as well as created goals, strategic objectives, and action plans.
We have suggested a timeline of work.
We also need to be realistic in terms of the people and resources required to implement
these plans. The goal is to ensure the inclusion of students, faculty, and staff by active
participation in the preparation of the details and further timeline generation of the action
plans as well as identifying the points of responsibility and team members. This is the
only way to make sure the Strategic Academic Plan is owned and implemented by the
various stakeholders. The individuals appointed as a point of responsibility should draw
upon the full range of knowledge and experience represented in the faculty, in the student
population, and in the staff of IUGB as well as the partner institutions and private and
public organizations. Memorandums of understanding will assist in this effort.
Recruiting and hiring targeted visiting faculty, using Fulbright specialists, Scholars in
Residence, Post Doctorial students as well as additional full-time faculty will aid in the
distribution of responsibility. Part-time faculty should be hired when full-time faculty are
not available for a specific topic or course. The need to increase the commitment of fulltime faculty that have a vested interest in the success of the University and the students is
vital for obtaining a reputation of excellence. It will also add to the fulfillment of the
ratio requirement of full-time and part-time faculty.
IUGB should review the priorities, goals, strategic objectives and action plans and
develop further plans to commit resources to each. There will also need to be an
acknowledgment of the impact on staff working, training, compensation and
infrastructure needs.
Cost estimates for new programs must be completed by each academic and non academic
unit and benchmarked with partner universities. This should, then, be reviewed by the
President, the Director of Finance, and the COO for changes and submitted to the Board
for approval. (Appendix 8)
V.
The Path to Implementation
The strategy of the Strategic Academic Plan should be to implement each priority by 3
essential elements:



Institutionalization of the plan
Structuring of the Implementation
Establishment of a point of responsibility
A. Institutionalization of the Plan
From its inception, the Strategic Academic Plan has been envisioned as a set of principles
and priorities to guide the course of the next 3 years and to provide a strategic context for
campus academic decisions and related ones. In order for the Plan to serve this purpose,
it must be endorsed by the Board of the University, the President, and the COO. It must
be regularly revisited to ensure its principles remain valid and its priorities and goals are
still viable and are being implemented. This is a living document that needs to be
continuously revisited and improved. Toward this end, the VPAA recommends the
following actions:
o State of the Academic Campus address: The President, COO and VPAA should
give a “state of the campus” address each year to review the progress on the
priorities outlined in the strategic academic plan. The State of the Academic
Campus address should be followed by a leadership retreat to review and re
prioritize the strategic objectives and action plans and update them as well as give
more definitive dates for accomplishment. The retreat should be chaired by the
President, the COO, and the VPAA; and include representatives from the
Academic Committee of the Board, the Associate deans, faculty and staff and
undergraduate student leadership. Future graduate student leadership should also
have a stake when graduate degrees are approved.
o Committee Alignment: The Executive and Academic leadership should review
their respective committee structures to examine how the scope of each
committee aligns with the elements of the strategic plan and how potential for
collaboration on the plan, goals, objectives, and actions can be enhanced.
o Strategic Oversight: The President should designate the COO and VPAA, the
process of planning and monitoring the strategic plan, and ensuring the integration
with other major strategic programs on campus. The future Faculty Senate should
provide input on all matters related to the academic offerings and programs
through the proper channels and input into matters of resource allocation.
B. Structuring of the Implementation:
For most of the priorities in this Strategic Academic Plan there are logical places where
lead responsibility for implementation should reside.
IUGB’s COO and VPAA should identify areas where clear responsibility must be
established.
o Program Review: The Executive Leadership should establish an
organizational structure and budget to support external program reviews. This
structure and budget should be adequate to support all program reviews
scheduled on a 3 year cycle. Programs will be divided into 2 groups. Each
group will be reviewed on a rotating basis. The largest programs will be
reviewed first. The process should be flexible enough to accommodate
programs needing early reviews.
o Review of Non Degree Programs: The VPAA, COO and the Director of the
Center for Continuing Education should establish a working group to identify
criteria and define a protocol for these reviews.
o Selection of priorities: A selection process should be developed to select and
decide if the priorities are in the right order. This committee should consist of
the Academic Committee of the Board, the President, the COO, and the VPAA.
A priority should always demonstrate significance to the University and
Academic mission and vision. Faculty input should be solicited. The result
would be a comprehensive plan to address each priority.
o Process Support: The VPAA should work with the Associate Deans, PUP
Director and Director of CCE to establish a structure and budget to support the
preparation, evaluation, and selection of the work teams. The budget should
include provisions for logistical and clerical support.
o Capital Investment: The need for an integrated, strategic program of capital
investment underlines several elements of the Strategic Academic Plan
including:




Master plan for teaching and infrastructure
Location priorities
Information network upgrades to support academic programs
Places for interaction among faculty students, staff and members of the
community sponsoring field experiences, internships, mentoring and other
student experiences

New partnership models to support the memorandum of understandings
signed by IUGB and its partners and stakeholders.
C. Establishment of Responsibility
The Strategic Academic Plan recommends the following points of responsibility of
priorities and will be designated by the VPAA:
a. Ensuring Academic Excellence
b. Growth of student enrollment through recruitment, admissions, advising
and retention
c. Develop the professional capacity of faculty and staff
d. Comprehensive Plan to benchmark the US model at partner universities as
well as the Al Akhawayn University in Morocco
e. Establish a system and process of Governance
f. Promote the CCE
g. Supporting US modeled Education systems
h. Partnership with Universities, Business, and Government stakeholders
i. Aligning appropriate resources to Priorities- COO,VPAA
o Graduate Education: The Strategic Academic Plan recommends the Associate
Deans, the VPAA, and members of the Faculty Council define the criteria for
introducing a graduate program including measures for cost, completion time,
and faculty required. They should include partner agreements for master’s
degree programs. This should be presented to the Academic committee of the
Board for review.
o Building an Accountable campus- The Strategic Academic Plan recommends
each individual(s) designated as a point of responsibility to submit a brief update
and action plan to the VPAA prior to the President’s State of the Academic
Campus address.
VI.
Challenges and Benefits
In preparing this plan, it is noted that there are many challenges ahead for IUGB in
achieving its mission: the continuation and implementation of the plan, the need to find
ways of continuity of efforts in each of the priority areas, and the need for funding to
support these efforts. However, the potential benefits and opportunities for Cote d’Ivoire,
the region, and the continent are great. As one considers Cote d’Ivoire moving from a
frontier to an emerging economy, the underpinning of a well educated population will be
needed to support the infrastructure, economic, social and political efforts. IUGB can
play an integral part in this journey by meeting the challenges with determination and
resolve. The circumstances and tactics of the strategy can change, but if the Vision and
Mission remains steady, the continuous and tireless efforts of the IUGB community and
its partners will achieve the desired success.