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MILLENN IUM
STRATEGIC PLAN
EXTERNAL AND INTERNAL SCAN
4721/Millenium Plan Insert 5/7/07 11:54 AM Page III
1
The external scanning process was designed to
identify factors in the external environment of the
University that could impact its future development
and success. Specifically, it was designed to identify
factors that could produce changes related to:
■ The expectations students and other
stakeholders have of the University
■ The characteristics of the students and other
stakeholders served by the University
■ The expectations that the students and
stakeholders have for the nature, scope, and
quality of the University’s performance –
including access to our services and the means
we use to certify student competencies
■ The nature and scope of the competition we
will face in the coming decade
■ The nature and scope of fiscal, physical, and
human resources needed to provide services
and to compete successfully
■ The availability of resources and the
processes through which resources are
provided to the University
The external scanning process was carried
out by teams of faculty and staff. Their work
resulted in three major reports: Mega-Driving
Forces, Macro Conditions and Trends, and Micro
Conditions and Trends. A review of the material
provided in these reports led to the selection of
nine factors as the most critical to the future
development and success of the University.
Six of these factors were identified as forces
that will drive the development of general
society and higher education during the early
decades of the 21st century. These factors are
development of information and communications
technology, movement toward an information/
knowledge-based economy and society, global-
ization of the economy and society, expectation
for the economic role for higher education,
competition in higher education, and demands
for accountability in higher education. These
factors have structural implications for both
society and higher education; thus, they provide
the context in which other conditions and
trends will operate in the coming decade. In
short, they not only present opportunities and
threats for the University, but also provide the
context in which other conditions and trends
must be assessed as opportunities or threats
to the University’s future.
t
EXTERNAL SCAN: HIGHER EDUCATION AND FIU IN THE 21ST CENTURY
4721/Millenium Plan Insert 5/7/07 11:54 AM Page 1
FLOR IDA INTERNAT IONAL UN IVERS ITY
2
The three remaining forces are of critical
importance, but they do not meet the criteria of
being global in nature. The forces are economic
and financial conditions and trends: the needs,
wants, and expectations of students; the
employment market and society; and the image
and reality of Miami-Dade County and FIU.
DRIVING FORCESThree of the Driving Forces focus on
developments in general society, including
the economy:
1. Information/Communication Technology(I/CT): The continued development of
I/CT and its application to all activities is
reducing the barriers of time and space and
changing the delivery of services, including
all aspects of University administration and
the teaching-learning process.
2. Information/Knowledge-BasedEconomy and Society: The continued
emergence of an information, knowledge-
based economy and society is changing the
expectation we have for social institutions,
including higher education. This development
is characterized by a shift from an industrial
economy to a service and information/
knowledge-based economy. More people will
become involved in the generating, collecting,
storing, editing, retrieving, analyzing, and
transforming data into information.
3. Globalization: The continued globalization of
economic and social activities is increasing
the interaction between and the interdepen-
dencies among nations. Globalization is
characterized by the number of people and
activities that cross national borders and
the resulting decrease in the importance of
national borders for many economic and
other social activities.
The next three Mega-Driving Forces
specifically relate to higher education:
4. Increased Economic Role of HigherEducation: The shift to information,
knowledge-based economy is increasing the
economic value of competencies (knowledge,
attitudes, and skills) traditionally associated
with higher education. Current projections are
that as many as 9 out of 10 new jobs will
require more than a high school education.
This development has generated an increased
emphasis on the relationship between
education and the economy and expectation
for institutions of higher education (partic-
ularly public institutions) to contribute to the
economic development of local, state, and
national economies as well as the economic
advancement of individuals.
5. IncreasedCompetition: Competition is increasingfor the education and training services traditionally
associated with higher education. Increases in
4721/Millenium Plan Insert 5/7/07 11:54 AM Page 2
MILLENNIUM STRATEGIC PLAN
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competition are characterized by entry of new
competitors into the field of higher education.
Three of these entities can be already identified:
a) corporate universities, b) movement of
competitors (traditional or new) into newmarkets
because I/CT reduces the limits of time and
space, and c) the emergence of new approaches
to the certification of competencies that will
challenge the role of traditional academic degree
programs as the primary certification process.
6. Increased Consumerism and Accountability:Major clients and stakeholders (students,
parents, employers, and society) are
increasing their use of consumerism
principles (the application knowledge-based
assessments) to make choices about higher
education issues. This trend is reflected in
increased demands for accountability.
The Driving Forces are not only independent
developmental trends but also interact with
each other to produce a system that reinforces
continued development in each area. They
reinforce change in one direction (either growth
or decay) with even more change. This process
is represented in Figure 1, Page 4.
The following example illustrates how growth
in I/CT affects other societal forces:
■ The continued growth of I/CT encourages its
use in all sectors of human activity and
stimulates movement toward a knowledge-
based economy and society. In turn, the
increased dependence on I/CT encourages
additional technological development.
■ The continued growth of I/CT encourages the
globalization of the economy and society by
reducing the historical limits of time and
space. In turn, the increased dependence on
I/CT for global transactions encourages its
continued development.
■ The continued growth of I/CT encourages
the growth of competition for the education
and training services traditionally associated
with higher education by making it possible
for service delivery to expand beyond
traditional geographic markets as well as
enabling new competitors to enter the field. In
turn, the growth in competition encourages
the demand for more advanced I/CT.
The external scanning process made it clear
that the FIU community must be prepared for an
economy and society that is characterized by:
■ Increased development and use of information
and communication technology
■ Increased reliance on the use of information/
knowledge in the economy and in society at large
■ Increased globalization of the economy
and society
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FLOR IDA INTERNAT IONAL UN IVERS ITY
4
■ Increased expectation for linkages between
higher education and economic development
for individuals and for local, state, and
national economies
■ Increased competition to provide the
educational programs, research, and service
traditionally provided by institutions of
higher education
■ Increased expectation that institutions of
higher education will be able to demonstrate
their capabilities and effectiveness
7. Economic and Financial Conditions andTrends: The external scanning process also
provided insights concerning the economy and
financial factors that are likely to impact the
future development and success of the
University. These factors indicate that the
economic growth (at all levels) will be lower
than during the past decade and that
competition for funds is likely to increase. The
following conditions and trends were identified
as major factors in the economic environment
FIU will face during the coming decade:
■ The global economy is a reality and global-
ization is likely to increase rather than
decrease
■ Economic growth is expected to be slower at
all levels (national, state, and local) than
during the past decade
■ Financial support for higher education at all
levels is not expected to increase signifi-
cantly during the coming decade. In fact,
the amount of funding may decrease in
constant dollar terms
■ Philanthropic giving is not expected to
increase and may decrease, at least in
terms of constant dollars
8. Needs, Wants, and Expectations:Students, the Employment Market, andSociety: The scanning process also identified
a number of conditions and trends in the
external environment of the University that
relate to the needs, wants, and expectations
of students, society, and the employment
market for institutions of higher education.
CONTINUED DEVELOPMENT OFRELIANCE ON INFORMATION
COMMUNICATION TECHNOLOGY
CONTINUED GROWTH OF ANINFORMATION/KNOWLEDGE-BASED ECONOMY & SOCIETY
CONTINUED GLOBALIZATION OFTHE ECONOMY AND SOCIETY
INCREASED EXPECTATIONSFOR ACCOUNTABILITY IN HIGHER EDUCATION
INCREASED ROLE ANDEXPECTATIONS FOR HIGHEREDUCATION IN ECONOMIC
DEVELOPMENT
INCREASED COMPETITION IN HIGHER EDUCATION
FIGURE 1: THE INTERRELATEDNESS OF DRIVING FORCES IN SOCIETY AND HIGHER EDUCATION
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MILLENNIUM STRATEGIC PLAN
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There are four major factors that will impact
the availability of students and potential students:
■ Increasing numbers of traditional college
age students at the local, state, and
national level who will seek a college
education – the Mini-Boom
■ The continued aging of the American population
will increase the number of individuals
interested in adult education experiences
■ The continued increase in the number of
international students seeking to attend
college in the United States
■ Changes in employment patterns will
increase the number of individuals who need
to be re-educated or retrained in order to
compete in the employment market. These
individuals will be adult learners who are
focused on outcome-oriented education that
directly enhances their skills and increases
their opportunities for employment
At least two factors will impact the
educational needs, wants, and expectations of
students and potential students at FIU during the
coming decade:
■ The increased number of students entering
the higher education system from the
Internet generation. As such, they will enter
with more computer skills, expect more
computer-assisted instruction, and need
more computer-related skills to compete in
the digital labor market and to be successful
in their careers.
■ During the coming decade, FIU will continue
to rely on graduates from the Miami-Dade
County Public Schools (MDCPS) as the
major source of undergraduate and graduate
students. Currently, graduates of MDCPS
provide approximately 80 percent of the FIU
student base – FTICs and community
college AA transfers. The characteristics of
future MDCPS graduates and their selection
of institutions of higher education to attend
will impact the future of FIU. At present,
some graduates of the MDCPS are under-
prepared for college level work compared
to statewide per formance averages for
standardized test scores and college
readiness assessments, including English
language skills.
In terms of the needs, wants, and expectations
of the social and economic market places, there are
at least three factors that will impact the content
and delivery of higher education:
■ The expectation that university graduates will
have basic academic and communication skills,
as well as an appreciation of arts, humanities,
sciences, and social sciences
■ The expectation that university graduates will be
able to demonstrate work-related competencies
4721/Millenium Plan Insert 5/7/07 11:54 AM Page 5
FLOR IDA INTERNAT IONAL UN IVERS ITY
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to solve problems, adapt to change,
communicate effectively, think critically,
synthesize materials, and work in teams
■ Increased expectations that university graduates
will have competencies required in the knowledge-
intensive economy in which they will work
9. Images and Reality of Miami-Dade Countyand FIU: The external scanning process also
identified factors related to the Miami-Dade
community and FIU that will need to be
addressed in order to achieve our vision
and goals:
■ The national image of Miami-Dade County
as a resort destination, with a service
economy, a weak public school system, an
ineffective government, and a high crime
rate discourages new business location or
relocation to the County
■ The desirability of Miami-Dade County as a site
for major new businesses is diminished
by continued urban sprawl
■ The lack of knowledge or misinformation
about FIU’s status and its accomplishments
diminishes our image. Despite our status as
Carnegie Doctoral/Research University –
Extensive, FIU is still viewed by some
members of the local and state community as
a local community college
■ The University Park and Biscayne Bay
campuses are located outside the center
city with limited public transportation
Tables 1-5 present a summary of the major
implications these nine factors have for higher
education and FIU.
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MILLENNIUM STRATEGIC PLAN
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DDDDRRRRIIIIVVVVIIIINNNNGGGG FFFFOOOORRRRCCCCEEEESSSS 1111----3333 –––– GGGGEEEENNNNEEEERRRRAAAALLLL SSSSOOOOCCCCIIIIEEEETTTTYYYY IIIIMMMMPPPPLLLLIIIICCCCAAAATTTTIIIIOOOONNNNSSSS FFFFOOOORRRR HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN AAAANNNNDDDD FFFFIIIIUUUU
1.IIIInnnnffffoooorrrrmmmmaaaattttiiiioooonnnn////CCCCoooommmmmmmmuuuunnnniiiiccccaaaattttiiiioooonnnn TTTTeeeecccchhhhnnnnoooollllooooggggyyyy ■ Increased use of I/CT to accomplish work, learning,
(IIII////CCCCTTTT)))):::: The continued development of I/CT and enhance the delivery of educational services
and its application to all activities is reducing ■ Increased use of simulation models to conduct research activities
the barriers of time and space and changing ■ Increased opportunities for distance education and training
the delivery of services – including University ■ Increased commercial production of online courseware for all
administration and the teaching-learning process. educational levels
■ Increased need to update I/CT and associated skills
2.IIIInnnnffffoooorrrrmmmmaaaattttiiiioooonnnn////KKKKnnnnoooowwwwlllleeeeddddggggeeee----BBBBaaaasssseeeedddd EEEEccccoooonnnnoooommmmyyyy aaaannnndddd ■ Increased private-sector research efforts
SSSSoooocccciiiieeeettttyyyy:::: The continued emergence of an information/ ■ Increased workforce competencies including I/CT skills
knowledge-based economy and society is changing ■ Increased alternatives for certifying competencies –
the expectation for the role and performance of certificates vs. degrees
social institutions, including higher education. ■ Increased reliance on large-scale databases for economic
and research activities
■ Increased numbers of incoming students who have higher I/CT
competencies and expect higher levels of I/CT as part of their
educational experience
■ Increased employer expectations for higher levels of I/CT
competencies from graduates
3.GGGGlllloooobbbbaaaalllliiiizzzzaaaattttiiiioooonnnn:::: The continued globalization of ■ Increased global trend for organizations to seek strategic
economic and social activities is increasing the alliances with prestigious partners
interaction and interdependencies between nations. ■ Increased global transactions of all types including business,
tourism, education, and crime prevention
■ Increased use of international alliances to create virtual
organizations – including universities and campuses
TABLE 1: EXTERNAL ENVIRONMENTAL FACTORS: DRIVING FORCES – GENERAL SOCIETYt
HOW CAN FIU MAXIMIZE ITS SUCCESS IN A WORLD CHARACTERIZED BY:
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FLOR IDA INTERNAT IONAL UN IVERS ITY
DDDDRRRRIIIIVVVVIIIINNNNGGGG FFFFOOOORRRRCCCCEEEESSSS 4444----6666 –––– HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN IIIIMMMMPPPPLLLLIIIICCCCAAAATTTTIIIIOOOONNNNSSSS FFFFOOOORRRR HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN AAAANNNNDDDD FFFFIIIIUUUU
4.IIIInnnnccccrrrreeeeaaaasssseeeedddd EEEExxxxppppeeeeccccttttaaaattttiiiioooonnnnssss ffffoooorrrr tttthhhheeee EEEEccccoooonnnnoooommmmiiiicccc ■ Increased expectation that higher education will directly
DDDDeeeevvvveeeellllooooppppmmmmeeeennnntttt RRRRoooolllleeee ooooffff HHHHiiiigggghhhheeeerrrr EEEEdddduuuuccccaaaattttiiiioooonnnn:::: The shift to contribute to the economic well-being of individuals, local communities,
an information/knowledge-based economy is increas- regions, and nations
ing the economic value of competencies (knowledge, ■ Increased expectation for I/CT competencies
attitudes, skills) traditionally associated with higher ■ Increased numbers of incoming students will expect higher I/CT
education. This trend leads to an increased emphasis on competencies and expect higher levels of I/CT as part of their
the role of higher education in economic development higher educational experience
not only for individuals but also for local, state, and ■ Increased employer expectation for higher levels of I/CT
national economies. competencies from graduates
5.IIIInnnnccccrrrreeeeaaaasssseeeedddd CCCCoooommmmppppeeeettttiiiittttiiiioooonnnn:::: Competition will continue to ■ Increased numbers of higher education providers (public, private,
increase for the education and training services and corporate) will compete for enrollments and resources
traditionally associated with higher education. ■ Increased availability of distance education opportunities and
virtual universities
■ Increased global competition for academically talented students
■ Emerging new technology and structures to certify individual
performance and competencies
6.IIIInnnnccccrrrreeeeaaaasssseeeedddd CCCCoooonnnnssssuuuummmmeeeerrrriiiissssmmmm &&&& AAAAccccccccoooouuuunnnnttttaaaabbbbiiiilllliiiittttyyyy:::: The use ■ Increased national and global emphasis on quality, effectiveness,
of consumerism principles and the application of efficiency, and improvement
knowledge-based assessments are being extended ■ Increased emphasis on the concept of “value added,” including
to decisions about higher education by students student-learning outcomes
and other stakeholders. ■ Changes in the funding structures of higher education, including
performance budgeting and the potential for a higher education
voucher system
■ Changes in the management structures of higher education to
emphasize accountability
TABLE 2: EXTERNAL ENVIRONMENTAL FACTORS: DRIVING FORCES – HIGHER EDUCATIONt
HOW CAN FIU MAXIMIZE ITS SUCCESS IN A WORLD CHARACTERIZED BY:
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MILLENNIUM STRATEGIC PLAN
FFFFAAAACCCCTTTTOOOORRRR 7777 –––– EEEECCCCOOOONNNNOOOOMMMMIIIICCCC AAAANNNNDDDD FFFFIIIINNNNAAAANNNNCCCCIIIIAAAALLLL IIIIMMMMPPPPLLLLIIIICCCCAAAATTTTIIIIOOOONNNNSSSS FFFFOOOORRRR HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN AAAANNNNDDDD FFFFIIIIUUUU
CCCCOOOONNNNDDDDIIIITTTTIIIIOOOONNNNSSSS AAAANNNNDDDD TTTTRRRREEEENNNNDDDDSSSS
1.TTTThhhheeee gggglllloooobbbbaaaallll eeeeccccoooonnnnoooommmmyyyy iiiissss aaaa rrrreeeeaaaalllliiiittttyyyy aaaannnndddd gggglllloooobbbbaaaalllliiiizzzzaaaattttiiiioooonnnn ■ Increased numbers of major employers who seek employees
iiiissss lllliiiikkkkeeeellllyyyy ttttoooo iiiinnnnccccrrrreeeeaaaasssseeee rrrraaaatttthhhheeeerrrr tttthhhhaaaannnn ddddeeeeccccrrrreeeeaaaasssseeee.... who have a sense of global connectivity
■ Increased number of employees who can work in an
international context
2.EEEEccccoooonnnnoooommmmiiiicccc SSSSlllloooowwwwddddoooowwwwnnnn aaaatttt AAAAllllllll LLLLeeeevvvveeeellllssss:::: The national, state, ■ Fewer tax dollars available to support service areas, including
and local economies are expected to grow at slower higher education
rate than that experienced during the past decade. ■ Philanthropic giving remaining stable or decreasing in constant-
dollar terms
■ Increased numbers of individuals who seek higher education to
upgrade their competencies
3.SSSSttttaaaabbbblllleeee oooorrrr DDDDeeeecccclllliiiinnnniiiinnnngggg FFFFiiiinnnnaaaannnncccciiiiaaaallll SSSSuuuuppppppppoooorrrrtttt ffffoooorrrr HHHHiiiigggghhhheeeerrrr ■ Expecting institutions of higher education to do more with less
EEEEdddduuuuccccaaaattttiiiioooonnnn:::: Financial support (at all levels) for higher ■ Expecting institutions of higher education to be mission-focused
education is not expected to increase significantly with an increased emphasis on selective investment,
during the coming decade and may actually decrease effectiveness, and efficiency
in constant dollar terms. ■ Increased expectations that more of the cost of education and
research will be shifted to students, clients, and research contracts
■ Increased emphasis on selective investment, effectiveness, and
efficiency
4.SSSSttttaaaabbbblllleeee oooorrrr DDDDeeeecccclllliiiinnnniiiinnnngggg PPPPhhhhiiiillllaaaannnntttthhhhrrrrooooppppiiiicccc GGGGiiiivvvviiiinnnngggg:::: ■ Increased competition among service areas for the available
Philanthropic giving is not expected to increase and philanthropic dollars
may actually decrease during the next decade, at ■ Increased cost of obtaining philanthropic dollars
least in constant dollar terms.
TABLE 3: EXTERNAL ENVIRONMENTAL FACTORS: ECONOMICS AND FINANCIAL CONDITIONS AND TRENDSt
HOW CAN FIU MAXIMIZE ITS SUCCESS IN A WORLD CHARACTERIZED BY:
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FLOR IDA INTERNAT IONAL UN IVERS ITY
FFFFAAAACCCCTTTTOOOORRRR 8888 –––– SSSSTTTTUUUUDDDDEEEENNNNTTTTSSSS,,,, TTTTHHHHEEEE EEEEMMMMPPPPLLLLOOOOYYYYMMMMEEEENNNNTTTT MMMMAAAARRRRKKKKEEEETTTT AAAANNNNDDDD SSSSOOOOCCCCIIIIEEEETTTTYYYY.... IIIIMMMMPPPPLLLLIIIICCCCAAAATTTTIIIIOOOONNNNSSSS FFFFOOOORRRR HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN AAAANNNNDDDD FFFFIIIIUUUU
IIIINNNNCCCCRRRREEEEAAAASSSSIIIINNNNGGGG DDDDEEEEMMMMAAAANNNNDDDDSSSS FFFFOOOORRRR HHHHIIIIGGGGHHHHEEEERRRR EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN
1.TTTThhhheeeeMMMMiiiinnnniiii BBBBoooooooommmm:::: There will be an increase in the number of traditional ■Expectation that institutions of higher education
college age students at the local, state, and national level. (particularly public institutions) will serve larger
numbers of students
2.AAAAggggiiiinnnngggg ooooffff AAAAmmmmeeeerrrriiiiccccaaaa:::: The “baby boomers” will be nearing retirement age. ■ Increased numbers of individuals who seek learning
opportunities but not necessarily degrees
3.IIIInnnnccccrrrreeeeaaaassssiiiinnnngggg NNNNuuuummmmbbbbeeeerrrrssss ooooffff IIIInnnntttteeeerrrrnnnnaaaattttiiiioooonnnnaaaallll SSSSttttuuuuddddeeeennnnttttssss:::: The number of international ■ Increased opportunity for FIU to serve
students attending college in the U.S. has increased during the past international students
ten years, and that trend is expected to continue.
4.CCCChhhhaaaannnnggggiiiinnnngggg CCCCaaaarrrreeeeeeeerrrr PPPPaaaatttttttteeeerrrrnnnnssss:::: Changes in employment patterns (more career ■ Increased numbers of individuals seeking career-oriented
changes for more individuals) will increase the number of individuals learning opportunities but not necessarily formal degrees
who need additional education or retraining in order to compete.
SSSSTTTTUUUUDDDDEEEENNNNTTTT NNNNEEEEEEEEDDDDSSSS,,,, WWWWAAAANNNNTTTTSSSS,,,, AAAANNNNDDDD EEEEXXXXPPPPEEEECCCCTTTTAAAATTTTIIIIOOOONNNNSSSS
5.TTTThhhheeee IIIInnnntttteeeerrrrnnnneeeetttt GGGGeeeennnneeeerrrraaaattttiiiioooonnnn:::: Increasing numbers of incoming students ■ Increased numbers of students who enter college with
will be members of the Internet generation. computer skills and expectations for access to and the
use of information technology
6.TTTThhhheeee LLLLooooccccaaaallll MMMMaaaarrrrkkkkeeeetttt:::: The Miami-Dade County Public Schools ■ Increased need for the University to enhance the academic
will continue to be a major source of students (FTIC and AA competencies of incoming students and ensure the
transfers) for FIU. Their characteristics and their selection competitiveness of our graduates
of institution of higher education will impact the future of FIU.
7.EEEEdddduuuuccccaaaattttiiiioooonnnn ffffoooorrrr LLLLiiiiffffeeee vvvvssss.... EEEEdddduuuuccccaaaattttiiiioooonnnn ffffoooorrrr CCCCaaaarrrreeeeeeeerrrr:::: Society will continue to expect ■ Increased emphasis on career-oriented education by
university graduates to be prepared for participation in civil society and students, employers, and funding sources. This will create
to have basic academic and communication skills as well as an appreciation conflicting messages
of arts, humanities, natural sciences, and social sciences.
8.EEEEmmmmppppllllooooyyyymmmmeeeennnntttt RRRReeeelllleeeevvvvaaaannnncccceeee:::: Employment markets will increase expectations ■ Increased need for higher education to demonstrate its
that university graduates possess work-related competencies. value to career development as well as life-enhancing
competencies
9.TTTThhhheeee IIIInnnnffffoooorrrrmmmmaaaattttiiiioooonnnn aaaannnndddd DDDDiiiiggggiiiittttaaaallll EEEEccccoooonnnnoooommmmyyyy:::: The first decade of the ■ Increased expectations by students and employers that
century will see continued shifts in the nature of the universities will provide the computer-related skills and
employment market toward a knowledge-intensive economy. experience needed in the emerging digital economy
TABLE 4: EXTERNAL ENVIRONMENTAL FACTORS: NEEDS, WANTS, AND EXPECTATIONS –
STUDENTS, THE EMPLOYMENT MARKET, AND SOCIETYt
HOW CAN FIU MAXIMIZE ITS SUCCESS IN A WORLD CHARACTERIZED BY:
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MILLENNIUM STRATEGIC PLAN
FFFFAAAACCCCTTTTOOOORRRR 9999 –––– IIIIMMMMAAAAGGGGEEEE AAAANNNNDDDD RRRREEEEAAAALLLLIIIITTTTYYYY OOOOFFFF MMMMIIIIAAAAMMMMIIII----DDDDAAAADDDDEEEE AAAANNNNDDDD FFFFIIIIUUUU IIIIMMMMPPPPLLLLIIIICCCCAAAATTTTIIIIOOOONNNNSSSS FFFFOOOORRRR FFFFIIIIUUUU
1.NNNNeeeeggggaaaattttiiiivvvveeee IIIImmmmaaaaggggeeee:::: Miami-Dade County has a national ■ The need to enhance the image of Miami-Dade County and
image as a resort destination with a weak public to improve the educational system
school system, ineffective governments, and a high
crime rate.
2.LLLLiiiimmmmiiiittttssss ttttoooo GGGGrrrroooowwwwtttthhhh:::: The desirability of Miami-Dade ■ The need to serve students under the constants of urban sprawl,
County is diminished by continued urban sprawl, traffic congestion, and poor mass transportation
threats to the natural habitat, and the availability of
a quality water supply.
3.IIIImmmmaaaaggggeeee LLLLaaaagggg:::: The lack of knowledge and misinformation ■ The need to reduce the gap between the image and reality of FIU
about FIU and its accomplishments diminishes our
image. For example, despite its status as
Carnegie Doctoral/Research University-Extensive,
FIU is still viewed by some members of the local
and state community as a college, exclusively
serving the local community.
4.AAAAcccccccceeeessssssss aaaannnndddd EEEExxxxppppaaaannnnssssiiiioooonnnn:::: The University Park and ■ The need to increase space and accessibility of the University
Biscayne Bay campus locations, outside the city
center with limited public transportation, create
access problems for students, potential students,
and the general community.
TABLE 5: EXTERNAL ENVIRONMENTAL FACTORS: IMAGE AND REALITY OF MIAMI–DADE COUNTY AND FIUt
HOW CAN FIU MAXIMIZE ITS SUCCESS IN A WORLD CHARACTERIZED BY:
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The internal scan was designed to identify factors in
the internal environment of the University that could
help or hinder the future development or success
of the University. To address the impact of these
factors, we focused our attention on educational
outcomes and the processes necessary to achive
the desired outcomes/results. The components are
as follows:
OUTCOMES/RESULTS
Focus on performance measures that indicate
the impact of our efforts and that are important to
our primary stakeholders: students, employers, and
the community as well as those who benefit from our
research and those who provide our funding. This
component of the internal scan involves student
learning outcomes, community engagement,
academic reputation, and research outcomes.
ACADEMIC PROCESSES
Involve five performance areas: the
teaching-learning process, faculty performance,
indicators of quality, institutional performance
outputs, and the nature and scope of academic
and research programs.
SUPPORT SERVICE PROCESSES
Focus on five core areas: human resource
processes and infrastructure, the physical
environment, information technology
infrastructure, acquisition and distribution of
goods and services, and the development and
maintenance of a University culture which
encourages performance excellence as well as
engendering the appreciation of intellectual and
cultural diversity.
FINANCIAL INFRASTRUCTURE
Focuses on the University’s ability to acquire
financial resources and the manner in which those
funds are expended in support of the University
mission, vision, goals, and strategic themes.
INSTITUTIONAL LEARNING
AND IMPROVEMENT
Focus on four core processes: the
recruitment and professional development
of the faculty and staff, the acquisition and
appropriate use of technology, improvement of core
processes and operations, and continuation of a
quality-oriented culture.
t
INTERNAL SCAN: INSTITUTIONAL CAPABILITIES AND CHALLENGES
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MILLENNIUM STRATEGIC PLAN
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1. OUTCOMES/RESULTSInstitutional outcomes are the results (impacts, effects) achieved by the University. These
results are achieved through a series of means-ends relationships involving inputs (resources),
work activities, and outputs (the amount of work completed or work product produced). This
component of the internal scan focused on outcomes important to our primary stakeholders:
students, employers, and the community. It includes four key performance areas: student
learning outcomes, community engagement, academic reputation, and research outcomes.
1A. Student Learning OutcomesStudent learning outcomes address two major questions concerning students: What do they know,
what can they do. Data from a variety of sources were used to develop answers to these questions.
Assessing student learning outcomes is new to higher education. This process not only provided
data about current performance but also helped identify the need for additional measures.
Strengths: The results of the internal scan revealed thatmost graduates were satisfied with the
quality of education they received at Florida International University. Our ability to assess performance
has been enhancedwith the implementation of three new initiatives: an Institutional Effectiveness
Program, Academic Program Reviews, and a Continuous Quality Improvement Survey Program.
Opportunities for Improvement: The primary areas identified for institutional improvements
involve the systematic collection, analysis, and use of data to enhance student learning.
1B. Community EngagementCommunity engagement is based on the concept of the University as “citizen” in the same
way that private sector organizations emphasize the concept of corporate citizenship and
economic development. As such, it encompasses the role of the University as an agent
of democracy and involves developing and implementing effective partnerships with
Teams of faculty and staff carried out the internal scanning activities. There were separate teams for each of the five
performance areas. The work of the five teams resulted in a comprehensive report, Assessing Our Capacities. The report
identified key performance areas for each of the five major components of the model and presented details concerning
institutional strengths, opportunities for institutional improvements, and implications for the University’s performance. The
following material is a synthesis of the findings presented in Assessing our Capacities and identifies the challenges to the
University community.
1A-INSTITUTIONAL CHALLENGE: How
can we institutionalize a performance
assessment system that enhances the
University’s performance in three areas:
first, meeting the needs, wants, and
expectations of our students and other
stakeholders; second, documenting our
performance for stakeholder accounta-
bility; third, obtaining the performance
feedback required to identify the opportu-
nities for improvement needed to remain
competitive inan increasingly competitive
higher education environment?
1B-INSTITUTIONAL CHALLENGE: How
can we develop and implement a
comprehensive institutional community
engagement plan while continuing to
encourage the individual efforts of
students, faculty, and staff?
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14
constituents, at the local level and throughout the world, to address social, economic, and
environmental needs.
Strengths: The University has a history of community involvement that goes back
to its birth. Institutional efforts in this area are represented in the work of University
departments and over 51 centers and institutes as well as the efforts of individual
students, faculty, and staff.
Opportunities for Improvements: The University does not have a systematic approach
to the issue of community engagement. We lack an institutional definition of the term
community engagement that specifies the nature and scope of engagement activities. As a
result, we also lack an institutional plan to infuse engagement-related concepts and
activities into the teaching, research, and service agendas of the University and to clearly
establish a reward structure that systematically recognizes the value of community
engagement activities.
1C. Academic ReputationThe issue of academic reputation provides insights concerning the assessment of the
University by students, other stakeholders, and peers. Academic reputation is important
because it impacts a variety of decisions such as attendance and funding.
Strengths: The Carnegie Foundation recognizes FIU as a Doctoral/Research University-
Extensive. The University now has a Phi Beta Kappa chapter. Some programs have achieved
high national rankings. The University is nationally ranked by the Hispanic Association of
Colleges & Universities and Black Issues in Higher Education for its achievements in terms
of minority enrollment and degree productivity.
Opportunities for Improvement: The internal scanning process identified a number
of limitations in terms of academic reputation. The age of the University limits the
historical opportunities for distinction, and few programs are nationally ranked. We do
not have an institutional plan to select and support programs to achieve recognition.
Our academic reputation does not always fully reflect our achievements, even in the
local community.
1C-INSTITUTIONAL CHALLENGE: How
can we develop and implement plans
that address the following issues:
improving the competencies of all
students, assuring the competitiveness
of our graduates, enhancing research
funding opportunities, creating a
selective investment plan for programs
of distinction, and communicating the
University’s accomplishments?
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1D. Research Outcomes
Research outcomes focus on the dimensions of sponsor satisfaction and the impact of the
research produced by members of the University community.
Strengths: Between 1994-1995 and 2000-2001 fiscal years, sponsored research
expenditures grew from about $22 million to more than $61 million. Continuous growth is an
indicator of funding source satisfaction with the quality of research and training outcomes
provided by members of the University community. We have recently initiated a means of
obtaining feedback on the satisfaction of those who award us contracts and grants.
Opportunities for Improvement: The university needs to focus on two areas to improve
its performance and research outputs. First, the proportion of research and training costs
funded out of E&G funding (e.g., faculty time, student waivers) is higher than at other SUS
research institutions. This difference is reflected in the ratio of sponsored research and
development expenditures per state-funded research expenditures. The FIU ratio is the
second lowest among research universities in the SUS and is substantially lower than the
ratio achieved by UF. Second, the University does not have a systematic means to obtain
feedback concerning the social impact of research and training projects.
2. ACADEMIC PROCESSES
The academic processes focus on five performance areas: the teaching-learning process,
faculty characteristics and performance, indicators of academic quality, institutional
performance outputs, and the nature and scope of academic and research programs.
2A. The Teaching-Learning Process
The teaching-learning process is the core process of the University. Performance data in this area
come primarily from students and alumni.
Strengths: Current graduating student and alumni surveys indicate high levels of
satisfaction with the academic experience at FIU, including satisfaction with their overall
academic experience, departmental programs, and major professors. Survey results indicate
that 93 percent of the respondents felt “intellectually challenged” and that 87 percent would
recommend FIU to a relative or friend. Positive assessments of the teaching-learning process
1D-INSTITUTIONAL CHALLENGE: How
can we develop and implement a
cost-effective selective investment
program for institutional investments
in research activities and increase the
return rate on research investments?
How can we develop a cost-effective
system to obtain feedback concerning
funding source satisfaction and
research project impact?
2A-INSTITUTIONAL CHALLENGE: How
canweenhance our academic programs
andsupport systems so thatwe areable
to compete for the best students,
involve more undergraduate students in
faculty research activities, use
information technology to enhance the
teaching-learning process, and ensure
that our graduates are competitive on a
national and global basis?
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16
are also reflected in student course evaluations and in the conclusions drawn from a series of
Millennium Meetings with students and alumni conducted by President Maidique.
Opportunities for Improvement: Data currently available are not sufficient for trend analysis or
to compare University results with satisfaction surveys at other institutions. The University has a
larger proportion of part-time students than other SUS research universities. Part-time students
tend to have a lower rate of participation in University activities than full-time students. Research
has demonstrated a positive relationship between levels of participation and student academic
performance. The University does not have an institution-wide program to involve undergraduate
students in faculty research activities. This limitation stands out given the continuing national
emphasis on linking research activities to the undergraduate educational experience. Finally, the
use of information technology, including web technology to increase access and to enhance the
teaching-learning process, is limited.
2B. Faculty Characteristics and PerformanceThis section focuses on faculty-related issues such as level of preparation, involvement in
undergraduate instruction, and professional performance involving research activities.
Strengths: Approximately 80 percent of the faculty have doctorates or terminal degrees in
the appropriate fields. The recent SACS self-study affirmed that the faculty members are
qualified to teach in their assigned fields. The total dollars received in contracts and grants
increased throughout the last decade. In 2000-2001, FIU faculty received more than $64
million in contracts and grants. This amount represents a return of more than $107,000 per
tenured and tenure-earning faculty member.
Opportunities for Improvement: The proportion of undergraduate courses taught by ranked
faculty is lower and the proportion taught by adjuncts is higher than other SUS research
institutions. The average salary for ranked faculty at Florida International University is lower than
that at other SUS research institutions, and lower than the average salaries reported by public
universities by the American Association of University Professors (AAUP) salary survey. This
difference may be a significant issue in the near future because a considerable proportion of the
faculty and staff will be eligible for retirement in the next few years. The University’s contracts and
grants return on investment is less than that of our peer SUS institutions.
2B-INSTITUTIONAL CHALLENGE: How
can we increase the involvement
of ranked faculty in undergraduate
instruction and involve more
undergraduate students in faculty
research activities? How can we
prepare the University community for
significant turnover in faculty and staff
and for the associated replacement
costs? How to develop and implement
a cost-effective, selective investment
program for institutional investments
in research activities?
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2D-INSTITUTIONAL CHALLENGE: How
can we attract and retain more
academically talented students and
develop learning opportunities that will
maximize the academic competencies
of all of our students?
MILLENNIUM STRATEGIC PLAN
17
2C. Institutional Quality Academic IndicatorsMaterial in this area focuses on performance areas that are indicators of the nature and quality of
University inputs such as library resources and student characteristics.
Strengths: Recently, FIU received national recognition in the following areas: designation by
the Carnegie Foundation as a a Doctoral/Research University-Extensive and approval to establish a
chapter of Phi Beta Kappa.
Opportunities for Improvement: FIU library holdings have grown in recent years, but they are
still substantially behind those at major research institutions in the SUS. More than 75 percent of
the student body come from a single county, a substantially higher figure than that at other
research institutions in the SUS. The performance of FIU students on standardized admission tests
is the lowest of the SUS research institutions. With the exception of the National Hispanic Scholars
Program, the University has had limited success in attracting national scholarship recipients.
2D. Institutional Performance OutcomesThis area focuses on how well the University does in terms of retaining students and graduating
them within reasonable time frames.
Strengths: The University’s graduation and retention rates for FTIC and AA transfer students
are comparable to the other SUS research universities with a high proportion of part-time students.
A special FIU undergraduate retention study concluded that the University outperforms most SUS
institutions in FTIC first-year and second-year retention. FTIC retention rates in the second and third
years compare favorably to other SUS institutions with a higher proportion of part-time students.
Opportunities for Improvement: The total number and proportion of academically talented FTIC
students (SAT scores of 1100 plus) is limited, and we lose a significant percentage of these
students before they graduate. The University also loses a significant proportion of transfer
students who have an FIU GPA of 3.0 or better.
2E. Nature and Scope of Academic and Research ProgramsThe nature and scope of academic and research programs provide the foundation for student
instruction, research, and community engagement.
2C-INSTITUTIONAL CHALLENGE: How
can we develop and implement
programs to broaden the geographic
base from which students come,
enroll more academically talented
students, and ensure that our
graduates possess the intellectual
and personal competencies needed to
compete with graduates in their fields
throughout the world?
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3A-INSTITUTIONAL CHALLENGE: How
can we develop and implement a
comprehensive human resource plan,
including a human resource succession
plan designed to meet the University’s
human resource needs in an effective
and efficient manner, to address
the salary compensation gap, to
improve performance, and to enhance
employee satisfaction?
2E-INSTITUTIONAL CHALLENGE: How
can we develop and support the effort
to obtain approval for a medical school?
How can we develop and implement a
“special initiative” program focused on
the selection and support of selected
academic and research programs to
achieve national and international
distinction? How can we enhance the
opportunities for the creation and
the support for multidisciplinary and
interdisciplinary programs?
Strengths: At present, the University has well established colleges and schools offering 24
Ph.D. programs. Proposals for nine additional Ph.D. programs are on the SUSMaster Plan. As of
2002, 90 of the 95 programs eligible for special accreditation were accredited (95 percent). In
addition to the research efforts of individual faculty, the University’s centers and institutes provide
a foundation for research initiatives. For example, research efforts have been recently established
in biomedical sciences and biomedical engineering.
Opportunities for Improvement: The University does not have a medical school, nor does it
have prospects of gaining approval to establish a medical school in the near future. The institu-
tional initiative to identify and support selected programs to achieve national distinction is in its
early stages. The number of interdisciplinary or multidisciplinary programs within the University is
limited. Given the increase in interdisciplinary and multidisciplinary research activities throughout
the world, this emerging issue needs special attention.
3. SUPPORT SERVICE PROCESSES
The internal scan of Support Service Processes focused on five core performance areas:
human resource processes and infrastructure, the development and maintenance of the
physical environment of the University, information technology, the acquisition and
distribution of goods and services needed to support academic programs, and the
development and maintenance of a University culture that encourages per formance
excellence by students, faculty, and staff and engenders the appreciation of diversity.
The importance of the support service area was confirmed by the results of the
Millennium Meetings conducted by President Maidique with faculty, staff, and students.
The report on these effor ts concluded institutional infrastructure was the primary
concern of students, faculty, and staff.
3A. Human Resource Processes and Infrastructure
Strengths: The University is installing new computer software to aid in the processing of human
resource data. The new governance structure for SUS universities increases the University’s
flexibility to make personnel decisions at the local level. As a member of the SUS, the University has
an employee benefit package that is competitive with that of private sector companies.
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Opportunities for Improvement: The University lacks a comprehensive employee
staffing, development, and succession plan. This plan is needed to assist the University
in preparing for the staffing and financial issues associated with the loss of personnel
through the DROP Program (Deferred Retirement Option Program) and other forms of
retirement. The University salary structure for faculty is not competitive with the salary
structures at other SUS universities and is not competitive with the local economy in
many technical areas. Although the University has just initiated an employee satisfaction
survey, baseline data for comparisons is not available, and a systematic plan for the use
of the data in improvement processes is not in place.
3B. Physical Environment – InfrastructureThis section focuses on the condition of the University’s physical plant, the adequacy of space, the
construction and maintenance costs, and the policies that govern facilities management.
Strengths: The University has flexibility in building design and is able to implement
performance contracts based on cost justification. A state program provides 100 percent
matching of private construction funds. In addition, the state provides Plant Operations &
Maintenance (POM) funds and a guaranteed minimum level of financial support for eligible
footage.
Opportunities for Improvement: At present, there is no provision for the integration of the
Facilities Master Plan and the Millennium Strategic Plan. The state funding available for
construction is not sufficient to allow the University to meet the state standards for space.
Because of this shortage, the University is below state standards in nine out of ten space
categories. The opportunities for obtaining construction funds from alternative sources are
limited. Moreover, room for horizontal expansion of the University Park campus is limited and
vertical expansion is more costly. Funding for minor projects and deferred maintenance is
inadequate to meet existing and emerging needs of the University. POM funds appropriated for
eligible areas must also be used to service non-eligible areas such as rented space. An
additional concern for the University stems from the fact that the University Park campus area is
subject to flooding during major storms, and a comprehensive plan to reduce the risk of flooding
needs to be developed. Finally, utility costs have increased and are expected to continue to
increase during the coming years without compensating increases in state funding.
3B-INSTITUTIONAL CHALLENGE: How
can we increase the amount of space
available for instruction, research, and
support services while managing the
physical environment in an effective,
efficient, and sustainable manner?
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3C. Information Technology InfrastructureThis area focuses on the information technology infrastructure and its ability to meet the instructional,
research, and administrative needs of the University, and the quality of information technology
support services.
Strengths: The University has established alliances with high technology service
providers, including alliances with Global Crossing and the Network Access Point (NAP) of
the Americas. These alliances are intended to enhance the University’s Internet access
and capabilities. The University is installing an enterprise data system designed to aid in the
processing of human resources, student services, and selected financial applications.
Opportunities for Improvement: The new system will not be fully operational until 2004.
We lack a university-wide image processing capability to facilitate data input in critical areas
such as the Admissions and the Controller’s offices. At present, the University lacks
systematic data concerning the information technology needs to support the academic,
research, and administrative activities of a research university and the gap between our
current capabilities and our emerging needs. As a result, we currently lack a plan to close
that gap. The University also lacks systematic data regarding the quality of computer-related
services it provides. The salary structure for information technology employees is not
competitive with the salary structure in the local market.
3D. Acquisition and Distribution of Goods and ServicesActivities in this area include purchasing and academic support services (i.e. Admissions,
Registration, Financial Aid, and Controller’s offices).
Strengths: The University has implemented a computer-based purchasing system that
eliminates the need for hard copies of orders and invoices. The University uses a computer-
based degree audit system (Student Advising Support System) to process student academic
degree requirements.
Opportunities for Improvement: Systematic data concerning performance (cycle time,
error rates, etc.) in these areas are not available. The University does not have a system-wide
document scanning system to facilitate data entry and exchange. The availability of customer
3D-INSTITUTIONAL CHALLENGE: How
can we develop and support the
technology and human resources needs
to provide effective and efficient
support services for Purchasing,
Admissions, Registration, Financial Aid,
and the Controller’s offices? How can
wedevelop, implement, and support the
performance feedback systems needed
to maintain quality service delivery and
customer satisfaction?
3C-INSTITUTIONAL CHALLENGE: How
can we develop and support programs
to make effective, efficient use of our
alliances with Global Crossing and the
Network Access Point of the Americas.
How to identify the University’s
emerging information technology
needs and develop programs and
funding to meet those needs? How can
we increase the quantity and quality
of information technology support
services?
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MILLENNIUM STRATEGIC PLAN
21
satisfaction data is also limited. Student satisfaction data indicate that there is room for
improvement in this area.
3E. Institutional Culture
This area focuses on the University’s ability to maintain and enhance a university culture
that encourages performance excellence and engenders the appreciation of intellectual and
cultural diversity.
Strengths: Programs focused on quality and student-life issues have been initiated. Living
and Learning Communities have been initiated with students living in University housing. There
are plans to expand this program. A quality improvement program (primarily surveys) designed to
obtain satisfaction data from students and other stakeholders has been initiated. The University is
increasing the availability of on-campus activities and support services for students. The University
supports programs focused on diversity issues, particularly through the Division of Student Affairs.
Opportunities for Improvement: The quality improvement program is new; therefore, trend and
comparative data are not available. The University does not have a formal plan to institutionalize the
systematic use of the results obtained from these processes. Developing the culture of FIU is
complicated by major differences in the educational characteristics and needs of our undergraduate
students. The student body includes significant numbers of students in the following categories:
full-time and part-time students, first-time-in-college students, transfer students, and returning
students. These populations may require a variety of student support services to meet their
academic and student-life needs. The best available information indicates a limited sense of
engagement and identification with the University on the part of students and alumni. This lack
of engagement is reflected in results provided by graduating senior surveys. Responses to an
employment survey indicate that important aspects of the work culture can be improved.
4. FINANCIAL INFRASTRUCTURE
The financial infrastructure includes the University’s ability to raise funds and themanner in which
funds are expended in support of the University’s mission, vision, goals, and strategic themes.
Strengths: FIU is part of the Florida SUS and is supported by the Florida Legislature. For
2000-2001, funding from the state was about $219 million. During the last ten years, the
3E-INSTITUTIONAL CHALLENGE: How
can we institutionalize the quality
improvement program and use the
results to make improvements
throughout the University? How can
we develop, implement, and support
programs to meet the access and
learning needs of these four distinct
groups of undergraduate students?
4-INSTITUTIONAL CHALLENGE: How
can we secure E&G equitable SUS
funding? How can we establish and
maintain clear developmental and
funding priorities? How can we
enhance fund-raising capabilities?
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University endowment and annual giving increased every year. In June 2000, the FIU
Foundation had $90.9 million in assets. The University has a continuous high growth rate
in contracts and grants funding. Between the 1994-1995 and 2000-2001 fiscal years,
sponsored research expenditures grew from about $22 million to approximately $61 million.
Continuous growth in the area is an indicator of funding source satisfaction with the quality
of research and training outcomes provided by members of the University community.
Opportunities for Improvement: FIU does not receive equitable funding from the SUS. In 1999-
2000, the University’s State General appropriation was approximately $18 million below the
equitable level. E&G expenditures per FTE student in 1999-2000 were lower than that at other
research institutions in the SUS. Given the current funding policies, lower funding per FTE student
makes obtaining increases difficult. The FIU endowment is the second smallest among SUS research
institutions and smaller than that of our benchmark institutions. The proportion of research and
training costs funded out of E&G resources (faculty time, student waivers, etc.) is higher than other
SUS research institutions; thus, we are subsidizing research and training activities at a higher rate
than our peer SUS institutions. The University does not have a systematic means to record and track
the amount or proportion of funds directly invested in our strategic themes.
5. INSTITUTIONAL LEARNING AND IMPROVEMENTInstitutional Learning and Improvement focuses on core processes needed to continue the
development and success of the University. They are the recruitment and development of faculty and
staff, the acquisition and appropriate use of technology, the use of data to improve core processes
and operations, and the development andmaintenance of a quality-oriented University culture.
5A. Staff and Staff CompetenciesThis area focuses on effor ts to enhance the competencies (knowledge, attitudes,
and skills) of faculty and staff and to improve the processes used to recruit, train,
and assess per formance.
Strengths: Staff members have a positive assessment of University efforts concerning
their personal development and supervisor support. The University has a comprehensive
training program in place.
5A-INSTITUTIONAL CHALLENGE: How
can we address the staff uncertainty
concerning potential impacts of changes
in the governance structure of theSUS?
How can we develop, implement, and
support a comprehensive employee
staffing, development, and succession
plan as well as the database needed to
support these activities? How can we
enhance efforts to determine employee
satisfaction and use the data to initiate
improvement programs?
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Opportunities for Improvement: Uncertainty exists among staff members because
of changes in the governance system for SUS institutions, the State Service First
Program, and the state’s focus on reducing its workforce through outsourcing
activities. The University lacks a comprehensive human resource plan and the
databases needed to support a plan. Investment in staff training and development
programs is not adequate to meet the needs. Because the existing training programs
make limited use of information technology, the staff has few alternative forms of
access to training material. The existing training programs offered by the University
provide limited opportunity for self-directed efforts such as web-based training
programs. The University does not have processes in place to systematically assess
employee satisfaction, employee competencies, training needs, reasons employees
leave, and employee suggestions for improvements. The use of the employee
performance evaluation process by managers is inconsistent and does not provide an
adequate foundation for career development planning.
5B. Information TechnologyThis area focuses on efforts to enhance the information technology infrastructure and the
associated support services.
Strengths: The University has purchased an enterprise software system to enhance data
processing in every area of the University. FIU is a member of the NAP of the Americas which will
support Internet traffic exchanges between the U.S., Latin America, Europe, and the
Caribbean. FIU also has an alliance with Global Crossing for access to bandwidth.
Opportunities for Improvement: Funding for information technology and its
support is limited and not competitive with benchmark institutions. The University
does not have a comprehensive database to provide systematic feedback concerning
the quality of information technology available, the accessibility of information
technology, and the emerging needs for information technology. The University does
not have a systematic means for tracking the quality of services (cycle time, error
rates, etc.) and the level of satisfaction with the goods and services provided by
University Technology Services.
5B-INSTITUTIONAL CHALLENGE: How
can we develop, implement, and
support a comprehensive plan for
academic, administrative, and research
information technology initiatives?
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24
5C. Continuous ImprovementThis area focuses on efforts to develop and maintain an institutional focus on improving the
quality of programs and services provided by the University.
Strengths: An Institutional Effectiveness Program that involves all units of the
University is in place. This program includes both academic programs and support services.
The University Institutional Effectiveness Committee reviews the results of these efforts
annually. A Continuous Improvement Survey Program is in place. This program provides data
on the assessment of the University by graduating seniors on an annual basis. The program
also includes alumni and employers. The University initiated quality improvement and
operational excellence programs, which focus on the quality of the programs and services
provided by the University.
Opportunities for Improvement: The three programs (Institutional Effectiveness, Continuous
Quality Improvement Surveys, and Operational Excellence) are all new. As a result, the University
lacks a historical database from which trends in the level and quality of performance can be
identified. We lack a systematic way of accessing data from other institutions that could be used in
an ongoing benchmarking program.
5D. Institutional CultureThis area focuses on efforts to enhance the development of a University culture that encourages
performance excellence and engenders the appreciation of intellectual and cultural diversity.
Strengths: Survey responses of graduating seniors in the Spring 2000 indicate positive
assessments of the University environment. Responses to an employee survey indicate that
staff members tend to have a positive view of the University and of their role in the
University’s activities.
Opportunities for Improvement: The three programs (Institutional Effectiveness,
Continuous Quality Improvement Surveys, and Operational Excellence) are all new. Because
they are new, we have not been able to identify trends in performance. We do not have a
vehicle for integrating the results of our various institutional improvement programs and
5D-INSTITUTIONAL CHALLENGE: How
can we institutionalize and support
efforts to obtain insights into the
institutional culture and use these
insights to improve the academic and
social culture of the University?
5C-INSTITUTIONAL CHALLENGE: How
can we build on the existing
foundation to institutionalize the use
of a performance assessment system
that allows us to meet the needs and
expectations of our students and
other constituents, to demonstrate
accountability to our constituents,
and to obtain the systematic
feedback to identify opportunities for
the improvement needed to remain
competitive?
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incorporating them into the institutional decision-making processes. Data from the quality
improvement surveys indicates that both students and staff perceive negative aspects of the
University culture. Graduating seniors in the Spring 2000 expressed concern over the lack of
responsiveness of FIU administration and support services. Staff members also expressed
concern over important aspects of the University’s internal environment.�
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