Leaning into the Future 2020 – 2025 Draft Strategic Process Plan Overview Aligning and Elevating Campuses Listening Phase August 29, 2019
Meeting Objectives Engage Key Stakeholders • Review Proposed Process • Review Proposed Timeline • Listen & Solicit Input • 2
Who Are We? The University of Colorado is a public research university with multiple campuses serving Colorado, the nation, and the world through leadership in high-quality education and MISSION professional training, public service, advancing research and knowledge, and state-of-the-art health care. 3
Who We Are • Four exceptional campuses • $12.35 billion annual economic impact on Colorado • 36,000 employees • Five Nobel Laureates • 67,000 degree seeking students • Fostered 190 startups • 16,000 degrees per year • Leading global experts in: • 250,000 alumni in Colorado Business, Alzheimer’s Research, Space Exploration, • 475,000 alumni worldwide and Mental Health 4
Where Are We Headed? The University of Colorado will be a premier, accessible and transformative public university that provides a quality and affordable education with outstanding teaching, learning, research, service, VISION ION and health care. Through collaboration, innovation, technology and entrepreneurship, CU will expand student success, diversity and the economic foundation of the State of Colorado. 5
Why a System Strategic Plan? • Align all elements of governance - regents, system, campuses • Complete previous system strategic planning effort • Make the case for CU with the state • Shine light on areas of success and need alike • Optimize collaboration • Fully leverage technology • Answer intractable challenges – deferred maintenance • Lean into the Fourth Industrial Revolution 6
Univ iversity of Colorado St Strategic Pi Pillars & Focu cus s Areas eas PILLAR 1: PILLAR 2: Strategic F c Focu cus A s Areas s Strategic Focus Areas AFFORDABLY DISCOVERY & Grad Rates and • Scholarly/Creative EDUCATE • IMPACT Retention (CU Boulder, Work and Graduate Colorado Springs, and Programs Denver) Healthcare (CU • Diversity and Access • Anschutz Wellness and Mental • Health Innovation in Academic • Offerings PILLAR 3: FISCAL SUSTAINABILITY Strat ateg egic F Focus us A Area eas Technology • Enablement and Infrastructure Expand Collaborations • and Partnerships Facilities and Deferred • 7 Maintenance
Univ iversity of Colorado St Strategic Pi Pillars & Focu cus s Areas eas PILLAR 1: PILLAR 2: Strategic F c Focu cus A s Areas s Strategic Focus Areas AFFORDABLY DISCOVERY & Grad Rates and • Scholarly/Creative • EDUCATE IMPACT Retention (CU Boulder, Work and Graduate Colorado Springs, and Programs Denver) Healthcare (CU • Diversity and Access • Anschutz Wellness and Mental • Health Innovation in Academic • Offerings PILLAR 3: FISCAL SUSTAINABILITY Strat ateg egic F Focus us A Area eas Technology • Enablement and Infrastructure Expand Collaborations • and Partnerships Facilities and Deferred • 8 Maintenance
4IR drives need for more bachelors degrees 9
Fourth Industrial Revolution accelerating tech disruption 10
Automation will hit jobs not requiring bachelor’s hardest 11 Source: Jobs Lost, Jobs Gained: Workforce Transitions in a Time of Automation — McKinsey, December 2017
Automation could replace 44% of U.S. jobs by 2030 Source: Jobs Lost, Jobs Gained: Workforce Transitions in a Time of Automation — 12 McKinsey, December 2017
Requi equire rements of of new new jobs obs and and ski skill upgra upgrades dri drives dem demand and for or 4 4 vs. vs. 2-Year ear degre degrees Source: Jobs Lost, Jobs Gained: Workforce Transitions in a Time of Automation — 13 McKinsey, December 2017
Predi redicted d wider der gap gap sugg suggests need need for or more ore bach bachelors Source: Jobs Lost, Jobs Gained: Workforce Transitions in a Time of 14 Automation — McKinsey, December 2017
On-campus alone will not meet need for bachelors or allow CU to grow 15
Seventh year of decline in national on-campus enrollment 16 Source: National Center Clearinghouse Research Center, Spring 2019 Term Enrollment Estimates
Colorado high school graduates peak in 2025 following national dip in 2026 70.0K 62.7K 57.9K 60.0K 60.2K Less 55.6K 50.0K 41.7K childbirths 40.0K following 39.2K 2007-08 30.0K financial PUBLIC & PRIVATE 20.0K crisis PUBLIC ONLY 10.0K 0.0K 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 17 Source: Knocking at the College Door, WICHE, Chart by CU System Institutional Research
Only by bold, future focused steps has CU risen to prominence. Established: • Medical school in 1883, absorbed DU’s in 1910, took over Fitzsimons Army Medical Center • Extension Center in Denver in 1912, started teaching in Colorado Springs in 1945 • LASP in 1948, a decade before NASA • CIRES in 1967, the oldest and largest NOAA cooperative institute 18
Expand lifelong learning offerings 19
Up to 33% of workforce may need to switch occupations No longer will higher education be one (degree earned) and done (for life). 20 Source: Jobs Lost, Jobs Gained: Workforce Transitions in a Time of Automation — McKinsey, December 2017
From rom degre degrees to o cred credentials From rom st stud udents to o learn earner ers Credentials, badges, micro-masters • Stackable, perhaps to degree • Support nontraditional students and lifelong • learners Building on credentials from others • 21
Innovation in academic offerings 22
Adaptive learning leadership essential to catch up online and keep up on- campus 23
Learning anatomy supported by AR is much more effective than a standard cadaver-based course 24
Leverage technology and data 25
Data Driven Innovation Need rapid testing cycle for new teaching methods and credentials
Students want mobile, perhaps watch-friendly service options Oslo
Expand partnerships - research, experiential learning, lifelong learning 28
Prudent to expand sources of research funding
Experiential learning opportunities Employment for graduates Provide lifelong learning to employees
Success depends on adapting to technological change 31
1982 Kodak #28 on Fortune 500 Rochester NY
It is is not not t the he st stronges ongest of of t the specie he species that hat sur survi vives es, nor nor the he most ost int intellig elligen ent t that hat sur survi vives es. It is t is the he one t one that hat is t is the m he most ost adapt adaptabl able e to o change. change. Char harles es D Dar arwin 34
CU Strategic Plan – what it is CU CU Strategic Pla lan De Defin initio ion - Creat eates a a roadm oadmap p that hat f foc ocuses t the uni he university’s strategic pr prior orities ov over er t the nex he next f five y year ears and and bey beyon ond Develops means to leverage enterprise wide opportunities • Recognizes the unique attributes of each campus while also identifying • opportunities to advance the entire CU system Articulates metrics that measure progress over time • Identifies and addresses current and future trends affecting the university • Informs investment and resource allocation priorities • 35
CU Strategic Plan – does not • Replicate or replace campus strategic plans • Ignore unique campus attributes and strengths • Get into campus level execution • Contain more than 10 focus areas 36
Phase 1: CU’s Strategic Listening Planning Process Feedback Phase 2: Defining the Scope Listening & Engaging Feedback (Accessing Strengths, Weaknesses, Phase 3: Opportunities & Threats) Synthesis and Prioritization Phase 4: Finalization & Implementation 37
CU’s Strategic Plan Key Metrics Development Quantifiable measurements that will track and assess the status of established focus areas Strategic Focus Strategic Pillars Areas Reoccurring themes identified Identified long-term outcomes to from discussions with key provide focus for the planning stakeholders process Action Items Specific objectives that are measurable, associated with a timetable and a budget 38
CU Strategic Plan – what is in it? Focuses on three overarching strategic pillars for the success and sustainability of CU Affordably Educate Fiscal Sustainability Discovery & Impact 39
CU Strategic Plan – AFFORDABLY EDUCATE Innovation in Academic Offerings o Diversity and Access o Wellness and Mental Health o Graduation Rates and Retention (CU Boulder, Colorado Springs and o Denver) PROCESS • How do we define and measure success in each? • What are the best and most promising practices that would allow us to become a national leader in each? • How can the System facilitate success in these areas (e.g., facilitating transfer of knowledge, removing bureaucratic barriers, celebrating and sharing successes across the System) 40
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