Redesigning a Campus for the Future Managing Massive

Redesigning a Campus for the Future: Managing Massive Change and Succeeding Along the Way http: //enrollment. mst. edu/ Jay W. Goff Vice Provost and Dean for Enrollment Management Missouri University of Science and Technology Andrew Careaga , Director of Communications Missouri University of Science and Technology www. mst. edu 1 -800522 -0938 AACRAO SEM 2008, Anaheim, California, USA Tuesday November 18, 2008 , 2: 15 pm - 3: 45 pm Location: Marquis South Session ID: 093 Type: Session

Session highlights & deliverables l l l Managing and directing change using strategic enrollment management principles Effective decision models Analytical tools and methods Effective communication strategies Buy-in Success!

STILL TRUE? “University politics are vicious precisely because the stakes are so small. ” -Henry Kissinger US diplomat & Harvard scholar

Present and Future Change l There will be as much change in the next three decades as there was in the last three centuries. » Every two or three years, the knowledge base doubles. » Every day, 7, 000 scientific & technical articles are published. » Satellites orbiting the globe send enough data to fill 19 million volumes in the Library of Congress – every two weeks. » High school graduates have been exposed to more information than grandparents were in a lifetime. SOURCE: Leadership and Technology, the National School Boards Association's Institute for the Transfer of Technology to Education

Is Change Needed in Academia? l "Thirty years from now the big university campuses will be relics…. . (Residential) Universities won't survive. It's as large a change as when we first got the printed book. “ -Peter Drucker Forbes, June 16, 1997 l Academia (business schools in particular) need to respond to the wake-up call and recognize that inflexibility and the failure to respond quickly and decisively to environmental change can be dangerous. -Andrews, Flanigan and Woundy (2000)

The only person who likes change is a wet baby. Attributed to Mark Twain

Change is inevitable – except from a vending machine. Author unknown

Can’t Talk about Change without mentioning Friedman!

The External Environment in which Colleges and Universities Operate is Changing Quickly • Dramatic changes in student markets and academic interests. • Public expectations for a wide variety of high quality student services. • Greater needs for an institution-wide understanding of how to best react to the emerging student trends, needs and markets.

Who is Responsible for Leading Change in Higher Education? l Administration’s (management’s) responsibility is to detect trends so as to be able to identify changes and initiate programs that best position the institution to succeed in the near and distant future. Donald Schön, Author of The Reflective Practitioner.

The Role of Management in Succeeding through Change l It is important to estimate what impact a change will likely have on employee behavior patterns, work processes, technological requirements, and motivation. l Management must assess what constituent reactions will be and craft a change program that will provide support as workers go through the process of accepting change. l The program must then be implemented, disseminated throughout the organization, monitored for effectiveness, and adjusted where necessary. » Donald Schön

How and When Do We Make Most Major Strategic Changes? A. Times of Duress: Emergencies, Disasters or Periods of ongoing Failure to Perform B. External Pressure: Legislative Mandates, Governing Board Initiatives, New Professional Standards C. Engaged Leadership: Understanding Future Needs and the use of Strategic Planning for Future Success

The Benefits of being a “Learning Organization” l The inherent nature of organizations are to be conservative and protect themselves from change. l Due to the increasing pace of needed change (technology, gov’t regs, shifting markets, etc. ) , it is more important for organizations to embrace a culture or change process that promotes “flexibility”. l Donald Schön recognized that an organizational culture that embraces the process of “learning” is also the one that values new ideas and on-going improvement. Schön, D. (1974). Beyond the Stable State. Public and private learning in a changing society. Penguin. Schön, D. (1983). The reflective practitioner. Basic Books

Core Market Challenges: Changes in the college-bound student markets • The Midwest will experience a 4% to 10% decline in high school graduates between 2007 – 2012 (Source: WICHE, 2003: Knocking at the College Door) • The profile of college-bound students is rapidly becoming more ethnically diverse and female dominant (Source: NCES, 2005; WICHE, 2003) • The number of students interested in engineering, computer science, and natural science degrees has declined to record lows (Source: ACT, 2003: Maintaining a Strong Engineering Workforce Policy Report; National Academies, Rising Above the Gathering Storm, 2006) • More full-time college freshmen are choosing to start at two-year colleges (Source: US Department of Education IPEDS. 2005; Source: Missouri Department of Higher Education, 2005) • More students are enrolling in more than one college at a time • Future student market growth will include more students requiring financial aid and loans to complete a degree (Source: WICHE, 2008) (Source: National Student Clearinghouse, 2005; Noel Levitz, 2004; College Board, 2007)

Re-Designing a Top Technological Research University

Mission The mission of Missouri S&T is to integrate education and research to solve problems for our state and the technological world. Vision The vision of Missouri S&T is to be one of the top five technological research universities.

7 Years of Strategic and Dramatic Changes January 1, 2008 University Name Change 2007 Academic Reorganization by Eliminating Schools and Colleges 2003 and 2007 Updated the Mission, Vision and Strategic plans. 2004 Office of Technology Transfer and Economic Development 2001 to 2005 New Student and Business Information Systems 2002, 2004 & 2007 Three New Homepages and Platforms 2003 Student Diversity Initiative The new goals resulted in three new units and champions: » Student Diversity Programs, » Women’s Leadership Institute » Center for Pre-College Programs. 2002 - 2006 2001 New School of Management and Information Sciences Center for Education Research and Teaching Innovation (CERTI) 12 NEW Degree Programs and 19 Certificate Programs, 128 hour limited for BS Engineering Degrees Administrative Restructuring and Formal Enrollment Management Program » » Enrollment Management, Distance and Continuing Education Research and Sponsored Programs Undergraduate and Graduate Programs

SEM in ACTION: Why Change the University Name? “Missouri S&T will better define the university as a leading technological research university. We believe the new name will help to differentiate this university in a highly competitive university market and provide a national competitive advantage. ” Dr. John F. Carney, III Missouri S&T Chancellor

Missouri S&T: 90% Engineering, Science, & Computing Majors Fall 2008 All Students by Academic Field

SOURCE: US Dept. of Education 2005

College Going Rate Continues to Decline WICHE, 2008

Missouri’s 2004 -05 Student Funnel for All Engineering Fields l l l High School Seniors: High School Graduates: ACT Testers/College Bound: Any Engineering Interest, all scores: Engineering Interest, +21 comp. score: 61, 378 57, 573 42, 862 1, 599 1, 102 (21 = MO average score / 50%) l Engineering Interest, +24 comp. score: 807 (24 = UM minimum for auto admission) l UMR’s Freshmen Engineering Majors from Missouri 520

20, 000 Fewer Potential Engineering Majors College Bound ACT Tested Students Interested in Any Engineering Field 70000 65000 60000 550000 45000 40000 > 5% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Number 63653 66475 67764 64571 64937 63329 63601 65329 65776 61648 54175 52194 51445 48438 45049 42738 43198 SOURCE: ACT

U. S. Technological Research Universities Average enrollment is 6, 457 Average enrollment: 5, 615

Why Make this Much Change So Fast?

Rolla, Missouri “The Middle of Everywhere”

Missouri S&T…… l l l l A Top 50 Technological Research University 6300 students: 4900 Undergrad, 1400 Graduate 90% majoring in Engineering, Science, Comp. Science Ave. Student ACT/SAT: upper 10% in nation +60% of Freshmen from upper 20% of HS class 20% Out of State Enrollment 96% 5 Year Average Placement Rate within 3 months of Graduation Ave. Starting Salary in 2008: +$55, 000

A Top Public University Missouri S&T ranked 54 th among the nation’s top public universities ( U. S. News & World Report, 2008 America’s Best Colleges Guidebook, September 2008). Top 15 Public Colleges for Getting Rich #1 in the Midwest! Missouri S&T ranked 12 th on Forbes magazine’s list of “Best Public Colleges for Getting Rich” ( www. forbes. com, Aug. 2008) Top 20 STEM Research University Missouri S&T named in Academic Analytics’ “Top 20 Specialized Research Universities - STEM” ( www. academicanalytics. com, Jan. 2008) Top 25 Starting Salaries #1 in the Midwest! Missouri S&T named in payscale. com’s list of highest average starting salaries for graduates ( www. payscale. com, Aug. 2008) Top 25 Entrepreneurial Campus Missouri S&T ranked 22 nd on Forbes ‘s list of “America’s Most Entrepreneurial Campuses” ( www. forbes. com , Oct. 22, 2004). Top 25 Connected Campus Missouri S&T named in Princeton Review’s “America’s 25 Most Connected Campuses” ( www. forbes. com, Jan. 19, 2006). Top 30 Safest College Campuses Missouri S&T ranked #27 in Reader’s Digest’s “Campus Safety Survey” ( www. rd. com, 2008). Top 50 Engineering School Missouri S&T ranked 48 th among the nation’s best engineering schools ( U. S. News & World Report, 2007 America’s Best Colleges Guidebook, September 2006). Top 65 Public Educational Value Missouri S&T ranked 62 nd among America’s public universities by Kiplinger. com’s “ 2008 Best Values in Education, ” ( www. kiplinger. com, 2008).

“We are what we repeatedly do. Excellence, therefore, is not an act but a habit. ” -Aristotle

THE PROBLEM Missouri S&T (UMR) Enrollment 1980 -2000 35% Decline in Enrollment Loss of over 2300 students 7, 000 6, 000 5, 000 4, 000 3, 000 00 99 20 98 19 97 19 96 19 95 19 94 19 93 19 92 19 91 19 90 19 89 19 88 19 87 19 86 19 85 19 84 19 83 19 82 19 81 19 19 19 80 2, 000

Enrollment Concerns 2000 -2001 l l l l 8 Year Decline New Students (-700 students) 40% Institutional Discount Rate 52% Graduation Rate 82% Retention Rate 22% Female Enrollment 8% Minority Student Enrollment Industry Asking for MORE Graduates

THE RESULTS Total Enrollment Fall 2000 - 2008 38% Enrollment Growth: 1745 Additional Students 6371 6500 6167 6000 5858 5602 5459 5500 5407 5240 4883 5000 Total Enrollment 4626 4500 4000 3500 3000 2001 2002 2003 2004 2005 2006 2007 2008

Truly One of the Largest & BEST EVER Classes!! CONGRATULATIONS on Attracting an Outstanding Class and Exceeding the Goals

49 1 Fall 2008 5 7 2 21 4 3 15 26 43 5 1 430 22 58 124 1 4 5 4, 433 17 16 54 2 61 1 - 9 students 2 No students DC 2 6 11 115 10 - 39 students 9 23 21 3 16 40 or more students RI 5 11 21 2 15 1 12 16 2 Legend 19 16 Total Enrollment 9 12 » 47 states & 51 nations » 70% Missouri residents » 10% minority students » 9% international students

Enrollment Status 2007 -2008 l l l l 6 Year Increase (+1, 745 students) 27% Institutional Discount Rate (+$21 M in additional annual revenue) 61% Graduation Rate 87% Retention Rate 22% Female Enrollment (+369) 10% Minority Student Enrollment (+278) Record New Student Classes & Student Success Industry STILL Asking for MORE Graduates

#1 Question: How did you do it?

Silver Bullet OR Strike of Lightening?

Strategic Enrollment Management Plan 2007 -2011 l Increase Success of Students » » l Increase College Going Rate & Access 1. 2. 3. 4. 5. l Retention Rates Graduation Rates Access & Affordability Pipeline of College Ready Students Strategic Partnerships Outreach/Education Scholarships Expanding Current Markets & Capturing New Markets 1. 2. 3. 4. 5. 6. 7. Out-of-state students Transfer Students Female Students Underrepresented Minority Students International Students Graduate Students Nontraditional Students

Total Enrollment 2000 - 2008 38% Total Enrollment Growth: 2000: 4626, 2008: 6371 33% Undergraduate Growth: 1, 214 Additional Students 57% Graduate Growth: 531 Additional Students 1459 4912 1414 1343 1289 1287 1391 1127 4753 4000 928 5000 1370 6000 4515 Graduate Students Undergraduate Students 2001 2002 4120 3849 2000 4089 3756 2000 3698 4313 3000 2003 2004 1000 0 2005 2006 2007 2008

We Learned About Our Students l Average Age: 21. 8 years old l From a Community <40, 000: 53% l Gender: » 23% Female » 77% Male l Average Family Income: $73, 000 USD l Average Indebtedness at Graduation: » $21, 000 USD approx. l High Financial Need (Pell qualifier): 24% l First Generation College Students: » 2005 -06: 37% l Residency: » Missouri Residents: 76% » Out-State Students: 22% » International: 2% l Freshmen with Credit Cards: » 24% » 6 arrive with over $1000 USD standing balance l Ethnicity: » African-American: 4% » Asian-American: 3% » Caucasian: 83% » Hispanic: 2% » Native-American: 1% » Non-resident, International: 2% » Not Disclosed: 5% l Students with PCs: » 94% » +70% laptops » 9% Macs l Students with Cell Phones » 97%

Starting Salaries Undergraduate Graduate 2003 $ 47, 305 $ 52, 744 2004 $ 46, 567 $ 52, 945 2005 $ 49, 181 $ 53, 042 2006 $ 51, 059 $ 58, 120 2007 $ 53, 669 $ 62, 751 2008 $ 55, 975 $ 63, 640

10 Core Recruitment Changes 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Creation of Data and Market Driven Strategic Plan Assigning Executive Officers to be in Charge of Enrollment, Recruitment, Retention, and Student Assessment Embracing an Integrated Branding Program and New Communication Series focusing on Outcomes and Fun, without reinforcing science and engineering stereotypes Engaging the entire campus (unit by unit) in worthwhile recruiting activities Creation of Reward Balanced and Yield Focused Scholarship Program to Lower the Discount Rate, Raise Enrollment, and Maintain Student Quality Providing accurate and timely processing of inquiry requests and applications Collaborating with Outreach and Public Relations Efforts Expanding Campus Visit and Summer Camps Campus Signage, Beautification and Landscaping Plan Replacing and Updating Core Campus Buildings and Facilities ($140 M)

National Student Success Trends & Benchmarks ACT, 2007

STUDENT RETENTION Since 2004, 60% of Growth due to Retention Increase Graduation Rates General Student Body: 2000 52% 2005 64%

“the list of 35” Changes to Improve Retention Strategies and Tactics 2001 -2008 I. Assessment Enhancements II. Programming III. Policy Changes

Missouri S&T’s Retention Plan I. ASSESSMENT ENHANCEMENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Creation of a formal Institutional Research Office, 2001 Started annual retention audit of academic (cognitive) and demographic factors, 2001 Identified classes with very low student success rates (DFW), 2001 Creation of Standardized Retention and Graduation Reports by gender and ethnicity, 2002 Instituted a new student profile and expectations survey, 2002 Re-instituted the HPI assessment to track students by Non-cognitive factors, 2002 Revised withdraw surveys & interviews, 2002 Started non-returning follow-up telephone surveys, 2002 Started collection and campus-wide distribution of freshman academic profile, specifically new student survey data: expectations, social activities, GPA, ACT/SAT scores, 2002 Started measuring stop-out rate: students who withdraw and return, 2003 Revised nationally normed student profile, attitude and engagement assessments (CIRP & NSSE), 2003 Revived student satisfaction survey (switched from ACT to Noel Levitz), 2007 -08

II. PROGRAMMING: Focus on Advising, tutoring, learning communities, faculty training and support 1. 2. 3. 4. 5. 6. 7. 8. 9. Provided a public expectation of student success (VERY IMPORTANT). Addressed expectations of student success in all recruitment and orientation speeches (Chancellor – look to your left, look to your right), 2001 -02 Learning Enhancement Across Disciplines (LEAD) tutoring program expanded beyond Physics, Fall 2002 Address group building (making friends) and study skills (not flunking out) in all orientation activities, 2002 -2003 Online tutor request program, 2003 Distribution of student profiles and survey summaries to create a better understanding of faculty and student expectations. Actively embrace the “social norming” concept. 2003 Restructured Opening Week activities around a group project activity and to address core learning objectives and student fears (Making Friends and Flunking Out) , 2002 & 2003 Provided ACT’s EIS & AIM student profile data bases to all academic departments for more intrusive advising, 2003 Joint Academic Management (JAM) Sessions (student to student tutoring) to assist low performing students, 2004

II. Programming Continued 11. 12. 13. 14. 15. 16. 17. 18. New on-line Early Warning System, 2005 Strategic Retention Intervention: Focus on a rapid response “Academic Alert System” (2005), on-line student communication system “Success Chain” (2005 -2006), advisor engagement (training sessions and awards, 2002) and more quantitative knowledge of S&T student strengths (Sharing of student profiles and new student survey data prior to beginning of academic year, 2002) Creation and expansion of Learning Communities & First Year Experience Programs: Focus to address student academic skills development and social engagement through group student life oriented events, 2002 -2003 Pre-College Transition Programs: Focus to promote greater student preparation to meet student and S&T academic expectations through a 3 week intense course – Hit the Ground Running (HGR) and creation of the Center for Pre-College Programs (CPCP) to expand the K-12 student workshops and STEM summer camps, 2003 -04 Creation of the Center for Educational Research and Teaching Innovation (CERTI): Focus to address improving the S&T learning environment and student learning outcomes through collaborative learning, experiential learning, technology enhanced learning and educational research practices, 2003 -04 Expanded Experiential Learning Programs: Focus to promote greater campus -wide “learning by doing” student engagement through student design teams, undergraduate research (OURE expansion), and service learning participation, 2002 -ongoing Creation of formal first-year experience office and staff, 2008 Creation of formal second-year experience office and staff, 2008

III. POLICY CHANGES 1. 2. 3. 4. 5. 6. Incomplete grade time limit change, 2002 Repeat course GPA adjustment policy, 2002 Scholarship Reinstatement Policy, 2002 All BS degree programs reduced to between 124 to 128 hours, 2002 -2003 Added 3 degree programs most often requested by exiting students: Business, IST, Technical Communication, Architectural Engineering, 2002 -2003 Revised S&T Advising Program: Focus on faculty development for student formal and developmental advising, advisor recognition and advising program evaluation, 2002 -2004

What is Change Management? l A structured approach to transitioning individuals, teams, and organizations from a current state to a desired future state. l Includes both organizational change management processes and individual change management models, which together are used to manage the people side of change. l Effective change management requires an understanding of the possible effects of change upon people, and how to manage potential sources of resistance to that change.

Focus on the Individual Why Should I Make this Change? What is in It for Me?

How to Help Individuals: Treating Change like a Death? The personal and emotional states that a person typically encounters when dealing with loss of a loved one is similar to workplace emotional states encountered as individuals confront change. 1. 2. 3. 4. 5. Anger: "NO! How can you accept this!" Denial: "This can't be happening, not to me!" Bargaining: "I'll do anything, can't you stretch it out? A few more years. " Depression: "I'm going to die. . . What's the point? " Acceptance: "I can't fight it, I may as well prepare for it. " Elisabeth Kübler-Ross (1969) "On Death and Dying"

Weathering the storm 90 posts 512 comments 5. 69 comments/post 5. 3 comments/post (minus my 35 comments) 6 months in: negative-toneutral/positive ratio: 8 to 1 Overall negative-to-neutral/positive ratio: @5. 5 to 1

BLOG & SURVEY INPUT “Don’t change the name. Improve the branding. ” “The real need is marketing. UMR doesn't need a name change -- UMR needs to market itself for what it is -- a high quality technical university where a kid can get a premium education and find a good job on graduation. … This whole discussion on a name change is a diversion from addressing the real issues facing the university. Lets get out there and market UMR and stop wasting time and resources on organizational diversions. ”

BLOG & SURVEY INPUT “Why not go back to Missouri School of Mines? It may not be as accurate anymore either, but at least is a tradition. ” “I think the new name should be Usta. B! You know MUST Usta. B UMR Usta. B MSM. Missouri University of Science & Technology. ”

The ADKAR Building Blocks for Managing Individual Change 1. 2. 3. 4. 5. Awareness – of why the change is needed Desire – to support and participate in the change Knowledge – of how to change Ability – to implement new skills and behaviors Reinforcement – to sustain the change SOURCE: Prosci (www. prosci. com) Developed with input from more than 1000 organizations from 59 countries.

I. Building Awareness: why the change is needed

Public Airing of “Dirty Laundry”

Being Fearless and Addressing the Gathering Storm l l l Open Forums for All Constituents Press Releases Homepage Alumni magazine Position paper http: //chancellor. mst. edu/namechange

Need to Dramatically Increase the Number of Engineering and Science College Graduates Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future By: National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies, 2006 http: //www. nap. edu/catalog/11463. html Tapping America’s Potential: The Education for Innovation Initiative By: Business Roundtable, July 2005 http: //www. uschamber. com/publications/reports/050727_tap. htm A Commitment to America’s Future: Responding to the Crisis in Mathematics & Science Education By: Business-Higher Education Forum, January 2005 http: //www. bhef. com/Math. Edu. Report-press. pdf Maintaining A Strong Engineering Workforce –American College Test (ACT) Policy Report By: Richard J. Noeth, Ty Cruce and Matt T. Harmston, 2003 http: //www. bhef. com/Math. Edu. Report-press. pdf

The Welfare of the US Economy is tied to the Pipeline of Technologically Literate Students & Employees • 54% of the aerospace science and technology (S&T) workforce is over 45 and 33% will be eligible to retire in five years. (Druyun, Defense Reform 2001, A Blueprint for Action: Final Report, DFI International 2001)

Change in Intended Major 1976 -77 to 2006 -07 College Board, 2007 Source: CIRP

2006 Name Recognition Among College. Bound Students Outside of Missouri All ACT Senders 4942 2629 4241 3352 4164 4278 9221 3926 12800 5382 7343 Out-of-State Senders 391 551 651 654 728 981 1000 1187 2301 2591 5331 Central Missouri State University UMR Southeast Missouri State University UMSL Truman State UMKC Missouri State University Northwest Missouri State University UMC St. Louis University Washington University in St. Louis SOURCE: ACT EIS 2006 NOTE: 7% (39 of 551) test senders were interested in journalism and communications

Midwest Market will Not Provide Enough Traditional STEM Students WICHE, 2008

+80% enroll in home state +70% enroll within 140 miles of home The Golden Circle for Recruitment

Overall Enrollment by Residency: Missouri Residents: 76% Out-of-State Students: 24%

FS 2007 First Time College Domestic Enrollment Yield FS 07 First Time College Enrollees (1040) FS 07 First Time College Admits (2154) FS 07 First Time College Applicants (2305) FS 07 First Time College Inquiries (9629)

FS 2007 First Time College Enrollment Yield For Missouri FS 07 First Time College Enrollees (822) FS 07 First Time College Admits (1511) FS 07 First Time College Applicants (1641) FS 07 First Time College Inquiries (6247)

Domestic Freshmen from Missouri Enrollment Yield Funnel FS 2007 Inquiries: 6247 Applicants: 1641 Admits: 1511 Enrollees: 822 54% Admits Enrolled 13% Inquiries Enrolled

Domestic Freshmen Out of State Enrollment Yield Funnel FS 2007 Inquiries: 3382 Applicants: 664 Admits: 643 Enrollees: 229 36% Admits Enrolled 7% Inquiries Enrolled

55. 7% US College-Going Rates of High School Graduates - Directly from HS Missouri: 52. 7%

Female Enrollments Exceed 57% of All College Students SOURCE: NCES, The Condition of Education 2006, pg. 36

II. Building Desire: support and participate in the change

Benefits, Benefits l l l Sharing Survey Results of Constituents Providing Case Studies of other schools that successfully changed Creating Buy-In: Building Your Team to Build Campus wide Unity

External Constituents Beliefs

Sharing the Results: Survey & Open Forum Feedback Alumni – 70% think a different name more fitting l Faculty/staff – 65%/62% l Graduate students – 57% l Undergraduate students – 46% l

“As an alumnus currently studying at the University of Oxford, I can certainly speak to the problem of the 'hyphen'. Many of my fellow researchers are familiar with the good work being done by the Metallurgists and Ceramists of UMR. Unfortunately, they constantly refer to the 'University of Missouri', NOT the 'University of Missouri hyphen Rolla'. ” “Being a former UMR student I can attest to the fact that UMR automatically relegates us to branch status. When you tell people where you went to school the response is typically, "the University of Missouri Rolla". And the standard response is, "So that's another campus for Mizzou? " “It would make me happy to have an alma mater with a name that sounds like a real school rather than an extension campus, so I am in favor of a name change. ”

III. Building Knowledge: of how to change

Communicate and Share Everything l Celebrate Quick Wins l » New logo » Holiday parade l Involve the Entire Community

Building Buy-in Scenes from the campus forum

Building buy-in: ‘Hello’ campaign

PR opportunities Media coverage Community visibility

2007 Unity Day ‘Chalk Party’

Standards Webpage

“Nothing great was ever achieved without enthusiasm. ” - Ralph Waldo Emerson

IV. Building Ability: to implement new skills and behaviors

Getting Everyone Onboard l l l l l Establishing Primary Project “Go-Live” Dates Creating Campus wide activities and communications Graphic Identity Development Information Technology Homepage Development Facilities and Signage Athletics Admissions/Publications Public Relations/Communications Alumni/Development

Provide Resources Founded 1870 Rolla, Missouri

V. Building Reinforcement: to sustain the change

“Missouri S&T will better define the university as a leading technological research university. We believe the new name will help to differentiate this university in a highly competitive university market and provide a national competitive advantage. ” Dr. John F. Carney, III Missouri S&T Chancellor

Impacts Since the Name Change l l l Freshman and Transfer Class Grew Record #s of Employers Recruiting from Campus 13% increase in out-of-state inquiries Increased the # of Non-Engineering Majors Only 23% requested “old” diplomas US News » Peer Survey: BAD » Guidance Counselor Survey: GOOD

Getting Started with Change Management

Kotter’s 8 -step change process SET THE STAGE l Create a Sense of Urgency. » Help others see the need for change and the importance of acting immediately. l Pull Together the Guiding Team. » Make sure there is a powerful group guiding the change – one with leadership skills, bias for action, credibility, communications ability, authority, analytical skills.

Kotter’s 8 -step change process DECIDE WHAT TO DO l Develop the Change Vision and Strategy. » Clarify how the future will be different from the past, and how you can make that future a reality.

Kotter’s 8 -step change process MAKE IT HAPPEN l Communicate for Understanding and Buy-in. » Make sure as many others as possible understand accept the vision and the strategy. l Empower Others to Act. » Remove as many barriers as possible so that those who want to make the vision a reality can do so.

Kotter’s 8 -step change process MAKE IT HAPPEN (continued) l Produce Short-Term Wins. » Create some visible, unambiguous successes as soon as possible. l Don’t Let Up. » Press harder and faster after the first successes. Be relentless with instituting change after change until the vision becomes a reality. Create a Sense of Urgency. » Help others see the need for change and the importance of acting immediately.

Kotter’s 8 -step change process MAKE IT STICK l Create a New Culture. » Hold on to the new ways of behaving, and make sure they succeed, until they become a part of the very culture of the group. Source: John Kotter, Our Iceberg Is Melting website ( http: //www. ouricebergismelting. com/html/8 step. html)

Remember… ‘The central issue is never strategy, structure, culture, or systems. The core of the matter is always about changing the behavior of people. ’ John Kotter Source: David Pohl, "Change or Die, " Fast Company, May 2005 (http: //www. fastcompany. com/magazine/94/open_change-or-die. html).

Lessons Learned l l l Focus on Helping People, not Executing Strategy It is important to embrace the principles of a “learning organization” The Internet and Government Agencies are not easy to update. Keep the general community in tune with the market issues. Continuously communicate the impact of the changes (increase inquiries, career fair, summer pre-college programs) with all constituents.

Redesigning a Campus for the Future: Managing Massive Change and Succeeding Along the Way Jay W. Goff Vice Provost and Dean for Enrollment Management Missouri University of Science and Technology http: //enrollment. mst. edu, goffjw@mst. edu, 573 -341 -4378 Andrew Careaga Director of Communications Missouri University of Science and Technology http: //news. mst. edu, acareaga@mst. edu, 573 -341 -4260 AACRAO SEM 2008, Anaheim, California, USA Tuesday November 18, 2008 , 2: 15 pm - 3: 45 pm

Change Resources l l l l Andrews, R. L. , M. Flanigan, and D. S. Woundy (2000). Are business schools sleeping through a wake-up call? Decision Sciences Institute 2000 Proceedings, 1, 194 -196. Friedman, T. (2005). The World is Flat: A Brief History of the Twenty-First Century, Farrar, Straus and Giroux. Friedman, H. ; Friedman, L. ; Pollack, S. (Sept. 2005). Transforming a university from a teaching organization to a learning organization. (Transforming the University into a Learning Organization), Review of Business. Harold, F. ; Rhodes, T. (2001). The Creation of the Future: The Role of the American University, Cornell University Press. Leadership and Technology Series, the National School Boards Association's Institute for the Transfer of Technology to Education. Schön, D. (1974). Beyond the Stable State. Public and private learning in a changing society, Penguin. Schön, D. (1983). The reflective practitioner, Basic Books. Senge, P. (2006). The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday.

Additional Change Management Resources Daryl Conners, Managing at the Speed of Change l Discusses eight patterns of how people behave during change and a number of principles for enhancing organizational resilience during change. l Includes: The nature of change; The process of change; Roles played during change; Resistance to change; Building a commitment to change; Relationships between culture and change; Synergism; The Essential Nature of Resilience (the capacity for change without dysfunction). Robert Evans, The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation l Offers practical management strategies, thorough an understanding of human behavior, for guiding successful change.

Key Components to SEM The following four steps are fundamental to the development of a comprehensive recruitment and retention plan 1. 2. 3. 4. Determine the institution’s capacity to serve students by degree program and types of students (traditional, nontraditional, graduate, etc. ) Establish Goals: need to be agreed upon by all involved Formulate Strategies based on data Develop action plan with tactics and an operational calendar: » » » What exactly is going to be done When will it be completed Who is responsible How much will it cost How will you know if it has been accomplished (evaluation)