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BUILDING ORGANIZATIONAL CAPACITY (BOC)

BUILDING ORGANIZATIONAL CAPACITY (BOC). Concept, Cases, and Status July 19, 2004 Milwaukee, Wisconsin James E. Morley, Jr., President, NACUBO J. Douglas Toma, Associate Professor, Institute of Higher Education, University of Georgia. AGENDA. Why BOC? Why Business Officers and NACUBO?

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BUILDING ORGANIZATIONAL CAPACITY (BOC)

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  1. BUILDING ORGANIZATIONAL CAPACITY (BOC) Concept, Cases, and Status July 19, 2004 Milwaukee, Wisconsin James E. Morley, Jr., President, NACUBO J. Douglas Toma, Associate Professor, Institute of Higher Education, University of Georgia

  2. AGENDA • Why BOC? • Why Business Officers and NACUBO? • What is BOC? • The BOC Project • The Future of BOC

  3. WHY BOC? • Institutional imperatives • Stakeholder expectations • New leadership requirements

  4. INSTITUTIONAL IMPERATIVES • Economics • Competition • Technology • Rapid change • Leadership turnover

  5. STAKEHOLDER EXPECTATIONS • Students and parents • Faculty and staff • Employers • Public policy makers • Other communities

  6. NEW LEADERSHIP REQUIREMENTS • Institutional focus • Complex organization • Decentralized decision making • Allocating scarce resources • Continuous improvement

  7. BOC—Member Survey FeedbackAdditional Challenges/Issues

  8. WHY BUSINESS OFFICERS AND NACUBO? • CBO as institutional leader and cabinet member • Administrative effectiveness evolving and new expected role of CBO • Skill development needs a campus home • NACUBO has national leadership support to guide collaborative program development

  9. WHAT IS BOC? • Working hypothesis—eight interrelated elements offer an overall framework for defining and understanding organizational capacity in terms of • Mission/Vision/Goals • Governance • Structure • Policies • Processes • Systems • Infrastructure • Culture

  10. ORGANIZATIONAL CAPACITY The capability of individual higher education institutions to anticipate, plan for, and respond effectively to institutional challenges in ways that have continuing impact

  11. Mission/Vision/Goals Governance Structure Culture Infrastructure Policies Processes Systems BOC INTERRELATIONSHIPS

  12. Many core activities define the capacity to respond to mission requirements. For example, • Strategic planning • Faculty hiring, development, and retention • Facilities planning, design, and construction • Financial planning, reporting, and control • Enrollment management

  13. THE BOC PROJECT • Case study approach • Organization • Communications and dissemination

  14. BOC CASE STUDY APPROACH • The College of New Jersey • Virginia Tech

  15. THE COLLEGE OF NEW JERSEY EWING, NEW JERSEY

  16. THE SETTING: THE COLLEGE OF NEW JERSEY • 5,900 undergraduate; 850 graduate students • Ranked in top public comprehensive colleges in the northeast by U.S. News & World Report • Ranked 19 out of 100 best public universities and colleges by Kiplinger’s in 2002

  17. THE SETTING: THE COLLEGE OF NEW JERSEY • 95 percent of TCNJ students are from in-state • 20 percent of TCNJ students are members of minority groups • 324 full-time faculty • 12:1 student to faculty ratio

  18. THE SETTING: THE COLLEGE OF NEW JERSEY • 50 undergraduate degree programs in three schools of liberal arts and sciences (art, music, and media; culture and society; and science) and four professional schools (business; education; engineering; and nursing) • In 1996, the institution changed its name from Trenton State College to TCNJ

  19. TCNJMISSION/VISION/GOALS • Liberal arts focus in the context of professional schools • Mission development for schools, etc., consistent with overall mission

  20. TCNJGOVERNANCE • Keep many stakeholders engaged in moving towards the vision and mission • Stakeholders included in communication, advisory, and decision roles

  21. TCNJSTRUCTURE • Staff, schools, and departments are effectively aligned in response to the “Transformation” • The “financial structure” of separate fees is quite unique

  22. TCNJPOLICIES (AND PRACTICES) • Hiring the right people for leadership positions • Changing faculty load from 4x4 to 3x3 • Maintaining the student faculty ratio of 12:1

  23. TCNJPROCESSES • Communications to all levels of stakeholders on a continuous basis • Assessment is potentially the key process that holds things together • “Training” of the leaders going forward

  24. TCNJSYSTEMS • Adapt from the credit hour to unit as a course load measure • Changing from 4x4 to 3x3

  25. TCNJINFRASTRUCTURE • The College of New Jersey campus with the emphasis on small classrooms and intimate spaces • Other items such as the “infrastructure for assessment” and “financial infrastructure”

  26. TCNJCULTURE • A strong sense of community and buy-in to the mission • An engaged campus in a culture of participatory governance • A culture of being willing to deal with increasingly difficult challenges

  27. VIRGINIA TECHMATH EMPORIUMBlacksburg, Virginia

  28. THE SETTING: VIRGINIA TECH • 21,000 undergraduate, 6,000 graduate; 2,000 international • Ranked as top 50 research university • Focus on agriculture and engineering • Pronounced outreach mission; Blacksburg Electronic Village

  29. THE INITIATIVE: MATH EMPORIUM • Established Fall, 1997 • 60,000 square foot computer laboratory in former department store • 550 Apple iMac workstations arranged in hexagonal pods • Open around-the-clock

  30. THE INITIATIVE: MATH EMPORIUM • Course taught fully or partially at the Emporium • For Emporium courses, weekly lesson-practice-quiz cycle with periodic exams -- all web based • Encouraged to solve practice problems generated from quiz and test database; more hands-on than lecture format

  31. THE INITIATIVE: MATH EMPORIUM • Online testing; linked with learning outcomes and instantaneous feedback • Unlimited practice tests • 4,500 students and growing

  32. THE INITIATIVE: MATH EMPORIUM • Just-in-time, one-on-one help from faculty and graduate students stationed at Emporium • Factored into teaching load • Faculty role changes from “one-to-many broadcaster to a one-to-one short-term tutor” • Logic of learning community

  33. VIRGINIA TECH MATH EMPORIUMMISSION/VISION/GOALS • Institutional • College • Departments • Math Emporium

  34. VIRGINIA TECH MATH EMPORIUMGOVERNANCE • Start-up • Ongoing

  35. VIRGINIA TECH MATH EMPORIUMSTRUCTURE • Start-up • Institutional • Project • Ongoing

  36. VIRGINIA TECH MATH EMPORIUMPOLICIES (AND PRACTICES) • General education requirements • Budget and planning • Registrar • Facilities management

  37. VIRGINIA TECH MATH EMPORIUMPROCESSES • Class scheduling • Course upgrade • Project management

  38. VIRGINIA TECH MATH EMPORIUMSYSTEMS • Student records • Financial

  39. VIRGINIA TECH MATH EMPORIUMINFRASTRUCTURE • Financial • Facilities • Faculty and staff • IT equipment and software

  40. VIRGINIA TECH MATH EMPORIUMCULTURE • Institutional • College • Department • Math Emporium • Student

  41. BOC PROJECT ORGANIZATION • Project Director • James E. Morley, Jr. • Steering Committee • Chancellor Kenneth A. “Buzz” Shaw, Chair Syracuse University • Editorial Board • Dr. Marvin Lazerson, Chair University of Pennsylvania • Strategy Consultant • Anthony Knerr, Managing Director Anthony Knerr & Associates

  42. BOC PROJECT ORGANIZATION • Institute of Higher Education, University of Georgia • J. Douglas Toma • Michael Massey • Evaluation • Karen Paulson, NCHEMS • IT Support • Craig Dellorso, NACUBO • SunGard SCT

  43. BOC PROJECT ORGANIZATION Faculty Team • Greg Dubrow • Matthew Hartley • Adrianna Kezar • Kevin Kinser • Michael Massey • Christopher Morphew • Kate Shaw • Doug Toma • Kelly Ward • Lisa Wolf-Wendel

  44. BOC COMMUNICATIONS AND DISSEMINATION Web site capability: • Case presentations • Research links • Case team communications links • Sponsored by SunGard SCT

  45. BOC COMMUNICATIONS AND DISSEMINATION • Overview document • Case write-ups • Workshops and seminars • Presentations at higher education association meetings • Campus discussions

  46. THE FUTURE OF BOC • Research • As a vocabulary • As a checklist • As a new initiative planning tool

  47. THE FUTURE OF BOC • Historical cases • “Go Forward” cases • Create and activate web site • Steering Committee • Editorial Board • Faculty • Graduate school program linkage

  48. THE FUTURE OF BOCNational Association Collaboration • American Council on Education (ACE) • National Association of State Universities and Land Grant Colleges (NASULGC) • Association of American Universities (AAU) • American Association of Community Colleges (AACC) • American Association of State Colleges and Universities (AASCU) • Council of Independent Colleges (CIC)

  49. WHAT YOU CAN DO TO HELP • Comments on today • Look for the future web site: http://www.buildingorganizationalcapacity.org • Communicate from campus discussions • What will help you use this framework?

  50. BUILDING ORGANIZATIONAL CAPACITY A project of the National Association of College and University Business Officers

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