SETTING GRADUATE SEM GOALS: CHALLENGES AND IMPLICATIONS

1. SETTING GRADUATE SEM GOALS:CHALLENGES AND IMPLICATIONS • AACRAO SEM CONFERENCE, Chicago • November 2013 • Jay Doering • Vice-Provost (Graduate Education) • Susan Gottheil • Vice-Provost (Students)

2. Today’s Session • Institutional Context • A short history of SEM at the University of Manitoba • Who are We?: Being Strategic • A Brief Environmental Scan • Setting Graduate Enrolment Goals • Challenges and Implications • Next Steps

3. Polar bears on Manitoba’sHudson Bay coastline

5. Picture of UM campus

6. The University of Manitoba • A member of Canada’s U15 group of research intensive universities; comprehensive, medical / doctoral • Established in 1877; first university in western Canada • 29,770 students • 25,479 undergraduate • 3,657 graduate • 634 PGME • Two campuses • Commuter institution (4% live in residence) • Large Indigenous and international student population

7. Strategic Planning Framework Four ‘Pillars’: • Academic Enhancements (six areas) • Exceptional Student Experience • Indigenous Achievement • Outstanding Employer

8. Student Experience Our Strategic Planning Framework promises students an outstanding student experience. “The University of Manitoba will be a student-focused research university from the time of recruitment: a life-long academic home where students contribute to a diversity of ideas and experiences.”

9. Delivering an exceptional student experience… “In our efforts to enrich the student experience, we will focus on”: … an enrolment management plan and a focused international student recruitment plan to ensure a vibrant and exciting diversity on campus.” University of Manitoba Planning Framework, 2009

10. SEM Planning Framework Strategic Enrolment Management (SEM) provides an opportunity for us to reflect on who we are, where we have been, and where we want to go. It is a process that enables us to intentionally plan the size and composition of our student body, enhance the student experience, and support student success. University of Manitoba Planning Framework, 2013

11. If you don’t know where you’re going, any road will take you there. Chesire Cat, Alice Through the Looking Glass

12. What is SEM?

13. SEM is a comprehensive approach to integrating all of a college or university’s programs, practices, policies and planning related to achieving the optimal recruitment, retention, and graduation of students. Enrollment management becomes strategic enrollment management when it actively integrates planning and strategies with an institution’s strategic planning, academic vision, and fundamental mission. - David Kalsbeek, 2009

14. Putting the Planning into SEM

15. SEM Planning History at the University of Manitoba 2004: The Student Affairs SEM plan: recruitment 2008: The Student Affairs SEM plan: retention 2009 - present: An integrated university-wide SEM plan: It’s everything!!

16. 2004: The Initial UM SEM Plan • Why was this plan built? • Student Affairs leaders decided UM needed a SEM plan • Who built it? For whom? • Student Affairs built it for UM • What was the planning context? • Narrow context focused primarily on recruitment, especially of international and Aboriginal populations • What were the elements of the plan? • Goals were qualitative, not quantitative

17. 2008: The Student Affairs SEM plan • What was this plan built? • Student Affairs decided to set goals for itself; the VPA added his views (a “quick fix” – “2% solution”) • Who built this plan? For whom? • Student Affairs • No buy-in from deans and academic units • What was the planning context? • Sense of isolation; awareness of retention needs • What were the elements of the plan? • Focus on welcoming environment and learning outcomes

18. Plan #3 2009: An Integrated University Plan

19. All PSEs are NOT the same Distinguished by: • size • location • student body • mission • accessibility • We can’t be all things to all people! *** SEM IS ABOUT MAKING CHOICES AND BEING STRATEGIC ***

20. WHO ARE WE? • Our Mission: “...to create, preserve and communicate knowledge and, thereby, contribute to the cultural, social and economic well-being of the people of Manitoba, Canada, and the world”. • Our Place in Manitoba: We are part of a broader postsecondary system. We are differentiated from other PSE institutions in the province by our: • Research intensity • Significant graduate programs • Wide range of professional programs • Range and depth of undergraduate programs

21. WHO ARE WE? Our Place Beyond Manitoba: We compete with other medical-doctorial universities in Canada and abroad (bearing in mind our provincial context and the need to be strong in areas of central importance to Manitoba).

22. Setting Enrolment Targets • Overall size • Undergraduate / graduate mix • % International students • % Aboriginal students • Outcomes: • persistence • time-to-completion • graduation rates

23. Setting Enrolment Targets • Other possibilities: • program mix • quality (admission averages) • low-income • first generation and/or rural students • transfer students • full-time vs part-time • on-line enrolment • gender • out-of-province domestic enrolment

24. Should We Grow? We have been incrementally growing 1-3% annually and will continue to do so with no intentional planning Our costs increase faster than our revenues Government funding is limited, constrained, and targeted Quality is being eroded Infrastructure needs to be addressed to support our core functions Integrated planning, supported by (more) data, needs to be developed and embedded in our operations WE SHOULD PLAN FOR A TOTAL STUDENT ENROLMENT OF 32,000 FTE

25. The Demographic Pipeline: MB • High school graduates account for 73% of new direct-entry admissions • Canadian-born youth population (18-24 years) projected to decline starting in 2014 • Provincial immigration soared by 41% from 2008-2010 • 14.1% were in 15-24 year age category – will mitigate previous forecasts of decline in high school students • Immigrants have higher university participation rates than children of Canadian-born parents

26. The Demographic Pipeline: MB • Aboriginal youth population growing • Almost 2/3 of Winnipeg Aboriginal population has education at or above high school level (2006) • High school retention and graduation rates of Aboriginal population in rural and northern communities remains very low

27. Undergraduate enrolment: actual and predicted

28. Graduate Student Enrolment:TARGET: 20% of Total Enrolment

29. Graduate Enrolment: Western Canada

30. Graduate Enrolment - Canada (Statistics Canada & AUCC 2010) 2.1

31. Graduate Enrolment: Goal

32. Ratio of M to D students at U15 universities

33. Indigenous Student Enrolment 10% undergraduate (15% by 2022) 5% graduate (8% by 2022)

35. Self-Declared Aboriginal Students 20112012 Undergraduate 7.4% 7.7% Graduate 4.0% 4.1% Total 7.1% 7.2%

36. International Student Enrolment 10% undergraduate 20% graduate

38. Student Outcomes

39. Master’s degree completion after 5 yrs(2005 cohort)

40. Average time-to-completion: Master’s (2005 cohort)

41. Doctoral degree completion after 9 yrs(2001 cohort)

42. Average time-to-completion: doctoral (2001 cohort)

43. Recommended Targets: 2018 Overall Size: Controlled growth to 32,000 Graduate Enrolment:20% of total enrolment Indigenous Enrolment: 10% undergraduate (15% by 2022), 5% graduate (8% by 2022) International Enrolment:10% undergraduate, 20% graduate

44. Recommended Targets: 2018 • Master’s students: • 83% complete within 5 years • average time-to-completion 27 months • Doctoral students: • 75% complete within 9 years • average time-to-completion 60 months

46. Challenges The populations we are targeting at both the undergraduate and graduate level (i.e., Indigenous and international students) face challenges to access and success: • Academic preparation • Information, guidance and encouragement • Unwelcome campus climate • Financial support

47. Challenges

48. Implications • Student funding/support • Resource constraints ($$, faculty and staff, space) • Student housing / residences; low vacancy rate in Winnipeg • Childcare • Academic services and student supports (e.g., academic integrity; career services) • Community and government support / reaction

49. SEM Planning Framework: Next Steps Senate and the Board passed SEM Planning Framework in June 2013 Have met with each Dean and Associate Deans to discuss program-specific enrolment targets Campus planning efforts ongoing (including development of adjacent golf course)

50. Lessons Learned …. Does a traditional SEM planning process work for graduate enrolment/graduate programs? Are there unique issues requiring attention for graduate SEM planning? How do you achieve “buy-in” from across campus?