SWOT DATA - nic.edu · Final SWOT Results January 2017 Page 1 of 15. Quality Employees: dedicated, knowledgeable, quality-oriented employees committed, experienced, knowledgeable

SWOT DATA

Final Themes and Descriptions January 2017

SWOT TEAM

1. Brad Codr

2. Jon Downing

3. Sherry Simkins

4. Stephanie Bradbury

5. Amy Page

6. Michele Sandberg

7. Wayne Cardwell

8. Christy Doyle

9. Karen Ruppel

10. Sandra Jacquot

11. Garry Stark

12. Becky Cochran

13. Randi Ragan

14. Thomas Scott

15. Karen Hubbard

16. Al Williams

17. Steve Smith

Strengths Themes and Descriptors

Location, Facilities and Infrastructure:

great physical environment

beautiful location/campus

attractive well-maintained campus

easily accessible

small/local atmosphere

focus on staff and student safety

clean buildings

location, location, location

up-to-date technology

quality facilities

focus on safety

quality technology and equipment (lab and lecture)

innovative technology

strong resources: technology and solid equipment replacement

Recreation Center

Assets: land and buildings

Educational Excellence:

high academic standards

quality instruction

accessible for continuing education

diverse, adaptive, and quality programs and instruction

small class size/personalized

tenured instruction

community centric education

breadth and depth in curriculum

flexibility/adaptability of offerings

high-level of expertise in discipline

small student to faculty ratio

broad vision of higher education

broad offerings in General Studies and CTE

excellent curriculum

solid transfer programs

strong foundation of best practices

quality educational standards

focus on program success

solid and diverse workforce programs

rigor

great stepping stone to further education

strong foundation of best practices

innovative

breadth and depth of programs and choices to fit everyone

Final SWOT Results January 2017 Page 1 of 15

Quality Employees:

dedicated, knowledgeable, quality-oriented employees

committed, experienced, knowledgeable faculty

dedicated and well-qualified faculty

faculty and staff dedicated to college and students

passion for disciplines

collaborative

passionate faculty and staff

diverse faculty and staff

hard working

teamwork

great customer service

broad range of knowledge

caring faculty and staff

knowledge and history

quick to respond

close-knit community/sense of community

talented and committed to what is best/continual improvement

strong culture

capable and professional

adaptable

great mix of locals and people from outside

new hires and organizational structure allow for growth and innovation

opportunities for professional development

mission statement speaks volumes/employees embrace the mission/dedicated to mission

Student Success:

student- centric/student-centric customer service

foster strong relationships with students

bend/flex to accommodate students

dedicated to students

committed to quality education for students

focus on student success

faculty committed to student success

adaptive to student needs

passionate and care about students

students have safety nets to be successful

inclusive

connected to students

strong desire for student success

ability to fully assist students (one-on-one processes)

stepping stone for students

dedicated to student health and wellness/food bank

opportunities such as athletics/rec center

continuous improvement for students

inclusion and leadership development

variety of services


Affordable and Accessible Education:

adaptive

resilient

affordable education

easy access; convenient

nimble

broad appeal

quick education

accessible in region

diverse programs

variety

accessible for all types of education

wide array of opportunities and programming

open door and affordable

diversity of students

options and accessibility

strong outreach

Community Engagement:

sense of community internally and externally

important part of community

partnerships and significance in community

cultural hub for community

community presence and accessibility

community focused

committed to community

reputation/credibility

history

contribute financially to community

known and respected in region

gives to community

local focus

valuable services to community

here for the long-haul, not profit

community support

major community resource

innovative

competitive advantage

fine arts, workforce training provide variety of educational opportunities and events

athletics – high quality and nationally recognized


Weaknesses Themes and Descriptors

Resistance to Change:

stagnation

avoiding

slow to incorporate current trends in education

no urgency

resistant to new technologies

difficulty navigating change

lack of understanding of cultural change

fatal change aversion

inefficient and reactive approaches to processes and technology

inability to adjust to enrollment fluctuations, market change

inability to adapt quickly inability to adapt to student schedule needs

inefficient

“because we’ve always done it that way”

still 2008 perspective

reactive instead of proactive

no predictive analysis

focus on business model rather than academics

focus on growth instead of sustainability

Collaboration and Communication:

Internal politics-competing rather than collaborative

lack of common vision & cohesion

focused on our own needs

territoriality and factionalism

competing/competitive

distrust/apathy between campus constituencies

distrust due to history of unfulfilled promises

cynicism/morale

lack of school-wide sense of community

lack of clarity about who we are

lack of school pride

disjointed

lack of project management and coordination

poor decision making based on department or special campus interest

reputation/image

lack of clarity and consistency in communication

silos breakdown/prevent communication across campus and curriculum

poor interdepartmental rapport

increased administrative culture contributes to communication issues

lack of two-way communication

lack of transparency

advising communication poor

lack of planning leads to mistrust and lack of communication

ineffective work processes due to communication breakdowns

connection between campus & WFTC, outreach is weak



misconceptions about the athletic department

second (or last) choice school

commuter college

low community involvement

limited marketing outside of immediate regions

community interaction and engagement low

retention and completion need to improve through promoting all aspects of NIC through marketing

training to understand our demographics

people don’t understand what they can accomplish here

weak community connections

inability to adapt to market trends

better advertising and marketing

classes that utilize the outdoors and Northwest

lack of understanding by community of value of community college education

more external marketing to show our community what NIC has to offer

Barriers to Student Success:

retaining and tracking students from matriculation to graduation and beyond

timely graduation completion (expectations)

prerequisites extend length of time to complete

lack data/assessment lack of retention

success tied to completion

metrics for success are not defined

Financial Aid issues make classes under-enroll

testing services

students don’t know what services are available

advising structures and processes lead to lack of student success

not truly student centered/customer focus

weak student customer service

we claim we are student centered but we are not

procedural inflexibility

top down decision and processes not working well in Student Service areas

bad enrollment processes/too complex and slow

onboarding process needs to be streamlined and automated

registration and advising process for new/prospective students

inefficient and cumbersome internal and external processes

lack of communication to students

campus signage and off-site locations causes confusion for students

decentralized resources for students

systems not integrated

technology challenges – database, website, dual credit students are underprepared

meal plans & housing not affordable

do not prioritize student needs over costs

lack of faculty to address waitlists

need programs that address students’ needs (e.g. BSN)



lack of understanding of Gen Ed

core value diversity not reflected in the curriculum

need diverse students

lack of diversity

lack of intercultural awareness

lack of internet courses, CTE scheduling-no night classes

poor outreach/image to high schools, non-traditional students, and employers

lack of diversity in offerings

limited academic exploration

lack of understanding of role of liberal arts education

focus on CTE, not transfer

course organization—lack of consistency

higher standards make it harder for students to succeed

not enough options in particular subjects (English/math)

need diversity and exchange program

Resource Constraints:

insufficient computers, staffing and space

save money by using substandard products

do not use campus resources (students, etc.) to help to maintain our high-quality labs and teaching technology

fragmented resources

need better communication on resource availability and allocation

outreach centers under-supported in staffing and resources for students

weak new hire processes

parking

limited resources to hire

low pay

lack of science labs at centers

inequity in skills v. wages & workload

more work, less people with training

balancing cost and waste of equipment, supplies and resources

too much reliance on adjuncts

need more computers, technology, staff, and space

move from professional workers to limited skilled workers

lack of ombudsman staffing

inconsistency with pay scale l

lack of cafeteria hours

need mentoring of faculty and staff

Administration/Initiative Fatigue:

no accountability

distrust of administration

top- heavy micro-management

top-down decisions

inaccessible bureaucracy

lack of two-way communication due to heavy middle management



disempowered employees paralyzed by administration

bureaucratic inefficiencies

creating too much busy work

constant turnover of administration

unilateral decision-making

no shared governance

duplication of unnecessary efforts

upper management seems hesitant to make a decision on anything

administration disempowers employees

top-level leadership focuses on own ideas without considering the collective

lack of understanding of education, lack of vision and creativity

initiative addiction/too many initiatives

excessive peripheral tasks distract from teaching excellence

no community college teaching experience

pressure to fix problems we are no sure exist (ill-defined)

faculty obligations create burnout—need better balance between teaching and initiatives

six-week end of year budget freeze


Opportunities Themes and Descriptors

Community Engagement:

community partner in economic development

foster community partnerships across region

listen to community wants/needs

community understanding and engagement on internships, apprenticeships

expand continuing education for community members of all ages

more clinical opportunities for students

open more services to community, reach out to smaller communities

untapped community and industry resources that would allow us to expand program offerings for non-traditional students

including business, entrepreneurship, regional healthcare, technical programs and internships (e.g. INBRE) and K-12

good reputation/lack of local competition

improve image

NIC as focal point of community using already given resources (i.e. – sports, events, entertainment, conferences)

capitalize on opportunities to get people on campus (e.g. turf & lights, State/Tri-state athletic events, music/theatre, spelling bee, conferences, resource fairs)

tap into power of NIC community

tap faculty expertise

state-wide recognition

collaboration at State level to improve programs

networking with other institutions, grow connection to 4-yr schools (reciprocal, articulation agreements), expand education corridor, offer more 4-yr degrees in CDA, make NIC gateway to 4-year degree, seamless credit transfers

partner with other academic institutions

adapt to local socio-economic demographics

make NIC a destination for all CTE programs

get word out to parents on dual credit

partner with other AAA’s

improve HS student readiness so students are successful once they get to NIC

improve marketing and recruiting – use location and campus beauty, employer and student testimonials to show success after NIC

Expansion of Educational Offerings:

increased online/IVC access and presence, 24/7 style instruction, offer nights and weekends, more in outreach areas, run programs out of local STEM student centers, summer school online classes

creative scheduling, on-demand education, offer self-start/self-pace courses must complete w/in a year, distance degree, expand CTE, project oriented curriculum/on job exposure

new programs to meet new business needs = jobs

new programs to respond to community demand

relevancy to community needs

research regional jobs into the future – align programming

adapting/responding to community needs and emerging demands



cater to special student populations, including adult, veteran and international students, new competency based programs, ESL, BSN degree, outdoor pursuits

take advantage of grants (grant hunter/researcher, not just writer)

dual credit expansion, including into grades 9 & 10, and allow to choose majors

recruit, retain, and educate parents and community

offer 4-year and destination programs

adult education/GED

partner with communities to grow programs

utilize outreach centers

build more internships/apprenticeships

increase transfer opportunities

articulation w/public universities

use campus spaces/beauty to develop the curriculum

expand athletics offerings

build international exchange programs

develop competency-based programs

growing population, growth in seniors, demographic, business growth, job demand, employment trends, determine future jobs in our area and what education they will require

government education initiatives (Gear Up, Dual Credit ID Completion, iSTEM)

unsaturated HS market, respond to changing social patterns and demographics

opportunity to seek additional tax support from outlying areas as those populations attend NIC, analyze K-8 enrollment trends to meet expected growth

promote programs with discipline-specific certifications and accreditation

research and publishing

Technology:

identify and stay ahead – innovative technology and delivery methods

curriculum development in advance technology (e.g. security, software dev, AI, robotics, social media, digital literacy, etc.), use technology to build relationships with students

use technology to more efficiently support students’ learning and goals

utilize technology to expand programs and delivery options

offer more online degrees

engage students in a new way

enhance instruction and concept development

adapt teaching to online/distance

utilize social media

partner for online curriculum

self-start online classes

develop different thinking skills to align to the technology

greater online presence and mobile technology

use of key cards for offices, locker rooms

Recruitment, Marketing, Enrollment:

expand the reach, communicate value, and highlight all programs (CTE and transfer)

examine marketing approach for recruitment

improve marketing



marketing of already existing programs

better marketing sharing advantages of NIC education

targeted marketing in region to increase enrollment

marketing non-traditional class times

marketing to outreach areas

interaction with public schools through dual enrollment

market to best students in region

review enrollment trends

offer out of state students better value

cut costs on books and dorms

great education for great dollars

reduced cost – gateway to 4-year schools

market value of liberal arts education

use campus spaces/beauty to recruit

promote programs with discipline-specific certifications and accreditation

secondary education connections to recruit

changing demographics: senior population/Idaho population growth

attract new generations into education

increase diversity to attract students/employees

foster multiculturalism

unsaturated high school market

capitalizing on opportunities to get people to campus

tap into population of underemployed and 2nd career

government education initiatives (Gear Up, Dual Credit ID Completion)

cohorts for at-risk populations

retain dual credit students

support retention through Guided Pathways

simplify onboarding

align processes and services

job placement

expand athletic opportunities

enhance athletic facilities to increase enrollment through athletics

allow dual credit students to choose majors instead of only keeping them as General Education

take advantage of location

Funding and Resources (fiscal and human):

target populations to receive funding

taxation in Region I

realign funding to support bulk of students

maintain cost of education

develop alternative funding models (free college pell grants for non-credit)

expand grant funding

support grant writer w/researcher

increase/expand funding sources, additional grant funding (e.g. IDVAA)

long-range asset and budget planning



utilize resources such as knowledge of employees and include staff in processes and decisions

offer out-of-state students better value for dollar

young workforce with energy

tap into expert faculty to offer professional development and mentoring

staff professional development

create more benefitted opportunities

fortify staffing/staffing levels/less top heavy

fully staffed, trained, and friendly one stop shop

be a competitive employer: offer loan reimbursement (student loans)

space utilization/optimization – best utilize our spaces for students and employees, that follows mission/vision, energy audit


Threats Themes and Descriptors

Funding and Resources (fiscal and human):

rising tuition, fees and other costs resulting in large student debt

political climate impacting funding (reduced state and federal funding, limited dual enrollment fees, proposed state funding model of pay for performance)

state and federal mandates trying to limit student loan debt

funds affected by policy or competitiveness over student population

dichotomy of up and down funding (e.g. good economy equals low enrollment)

lack of community resources

free tuition models

decrease in international students

reduced funding opportunities

reductions in grants/funding

decreasing of state/general funding for arts

class scheduling is budget-driven

conflict between institutional practice and federal financial aid regulations

cost/benefit of education not clear

cost of living for students

hiring of a qualified/quality workforce

limited resources for staffing

attracting and retaining qualified faculty

risk of losing qualified faculty for better opportunities

declining full-time/part-time faculty ratio

low wages when recruiting for positions

employee burnout

not competitive staffing model

conflict between institutional practice and technology trends

competition from other institutions in online/hybrid delivery methods

not keeping up with technology

NIC not keeping pace with new modes of learning

students lack access to technology

reactive to equipment failure

increased/top-heavy administration

Political Climate:

state pipeline pressure for the exchange of learning math/writing/reading for expediting students through system, political conflict, politicians with poor understanding of education, political pressure to change in ways we aren’t sure will benefit students (CCA/CCI)

state board of education intervention

complex global economy makes it difficult to evaluate student and local economy needs;

current social and political trends which devalue human rights

respond to world environment by providing debate of thoughts w/civility

decrease in international students due to foreign policy

completion is driving the train, not curriculum quality

public perception of higher ed is trending in a negative direction

distrust in higher education



youth and perceived value of higher education

perceived value by employers

shift in consumer behavior

ebb and flow of students due to economics

anti-intellectualism/political influence on education

politicians who do not serve the greater good

poor understanding of education

legislature misunderstanding of not just what success is or means

change in ways that are not beneficial to students

push for “one size fits all”

business of the institution is trumping the true mission of education (outsourcing resources)

BOT and others treating NIC/higher education like a business

degree efficiency model

“Fast track” degrees

mandates with no funding

forgetting our history/heritage as a nation

growing vocal minority that controls the popular media

Competition:

competition with other community colleges, 4-yr schools and online/hybrid courses

competition of other institutions with better and streamlined processes

competitors have superior online engagement tools and websites

difficult to retain students through economic ebbs and flows of economic stability/opportunity, high rate of employment, access to online education, fast track degrees

fluctuating enrollment

competition between public/private, employment vs. education

specialized schools competition

trade versus degree

low wages in Idaho

community colleges are just a stepping stone

high school culture is to go directly to 4 yr

competition for financial resources

free tuition models, online education, institutional competition

competition in delivery methods

competition for employees and students

competition for staff/faculty (talent)

pay scale: need competing wages

inability to keep up with industry changes

restrictions on ability to grow

growth and inability to adjust

too much emphasis on class size

failure to market/recruit

slow to react to trends

don’t understand our communities’ employment needs

timing – when we offer classes and programs



need to focus on retention, not just enrollment

lacking competitive nature and diversity in an increasingly global market

behind on diversity initiatives

elimination of programs

putting inferior product out at NIC because of lack of support & funding

college courses drawing students in new direction

Student Readiness:

stuck in old models

under resourced students not knowing the many ways they can get help to be successful

lack of guidance and motivation to go to school and prepare for future

unprepared coming out of high schools

students not having technology to maximize educational opportunities

higher customer service expectation

lowered standards and quality

granting dual credit when not earned

students unwilling/unable to function at college level

students want outcome without work

lack of student and faculty support for high standards of behavior

lack of motivation, dedication, responsibility for learning

significant change in student demographics

decreased student attention span/student culture

hand holding

students can shop and learn online on their own

dual working household members

Perceptions and Value of Higher Education:

pressure from state to expedite and complete students versus learning/maintaining rigor/quality

erosion of academic rigor due to Complete College America, online education, etc.

public perception of higher ed is trending in a negative direction

distrust of higher education

lack of community/family support for education

new educational models including creating own credentials

education not needed

changing degree needs (4 yr rather than 2 yr), vocational needs growing

demand for degrees losing validity

perception of community college

community college as a stepping stone

public misunderstanding of the Humanities as irrelevant to modern vocations

push for quantitative assessment & less qualitative

anti-intellectualism

Board treats NIC as a business rather than serving the students

regional high school culture is to attend 4-year

lack of clarity in community

market the value of education

need to communicate our relevance to community



job market/low wages for grads

lowered standards

realign how we assign value to course and programs

disconnect between employees embracing college mission and vision

proportion of dual students

apathy regarding early childhood education


Documents

SWOT DATA - nic.edu · Final SWOT Results January 2017 Page 1 of 15. Quality Employees: dedicated, knowledgeable, quality-oriented employees committed, experienced, knowledgeable