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The Academic Program Prioritization Process September 2012-May 2013

The Academic Program Prioritization Process September 2012-May 2013. Program Prioritization Defined. A process of clarifying institutional purposes and setting academic priorities

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The Academic Program Prioritization Process September 2012-May 2013

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  1. The Academic Program Prioritization ProcessSeptember 2012-May 2013

  2. Program Prioritization Defined A process of clarifying institutional purposes and setting academic priorities Dickeson, “Prioritizing Academic Programs and Services: Reallocating Resources to Achieve Strategic Balance” (2010; p. xiii)

  3. Why Program Prioritization at MSUN? • Adherence to mission MSU-Northern, a teaching institution, serves a diverse student population by providing liberal arts, professional and technical education programs ranging from certificates through master's degrees. The university promotes a student centered and culturally enriched environment endorsing lifelong learning, personal growth and responsible citizenship. The university partners with a variety of community and external entities to enhance collaborative learning, provide applied research opportunities, stimulate economic development and expand student learning experiences.

  4. Why Program Prioritization at MSUN? • Fulfillment of Vision Montana State University-Northern will be known for its supportive, student-centered environment in which a unique mix of academic programs are responsive to local, regional, and state workforce needs, offered in an atmosphere that promotes student success.

  5. Why Program Prioritization at MSUN? • Realities of competition • Niche market strategy • Location • Preponderance of programs for a small campus

  6. Why Program Prioritization at MSUN? • Preparation for shifts in funding scenarios (e.g., performance-based funding) • Maximization of resources • An overall goal to increase quality and strengthen reputation

  7. …and an MSUN Reality “Of 35 academic programs [those granting associate, baccalaureate, or master’s degrees], 15 currently have ten majors or less. This ratio is not sustainable in the long term . . “ Chancellor Limbaugh Charge to the Academic Council September 10, 2012

  8. Four Options for each Program • Grow • Maintain • Integrate/Revise • Phase Out (e.g., moratorium or termination)

  9. Seven Evaluation Criteria • Centrality (advancement of MSUN mission, vision, core themes) • Productivity (SCH, degrees granted, time-to-degree) • Demand-external (market demand, economic/social trends, stakeholder partnerships)

  10. Seven Evaluation Criteria • Demand-internal (support for other programs; e.g., general education) • Quality (State, national reputation; faculty achievements) • Size (“critical mass”) • Cost-Effectiveness (program efficiency, potential economies of scale)

  11. Outcome of the Process • Of 74 programs* reviewed… • 19 identified to grow • 26 identified to be maintained at current levels • 4 identified to be reduced in scope or integrated • 25 identified to be placed into moratorium or terminated * Including certificates and minors

  12. 81% (60 out of 74) of the decisions made by the Chancellor were in agreement with recommendations from faculty and academic leadership.

  13. Next Steps • Necessary paperwork submitted for moratorium/termination • Students notified • Teach-out has begun • Initial strategy sessions based on decisions made (how to grow, etc.) • Initial dialogues on new programs unique to MSUN

  14. Resources Re-Allocated • As of this writing, one (1) faculty position has been shifted from a program slated for moratorium (HPE Secondary Education) into Health Promotion. • Re-allocation of resources will be a multi-year initiative

  15. Lessons Learned • Collaboration an absolute necessity • Erratic data in some areas was problematic in certain situations • While the process was intensive (and created isolated concerns), expanding the timeline would have prompted other issues

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