© 2004. NACUBO. All Rights Reserved BUILDING ORGANIZATIONAL CAPACITY (BOC) Concept, Cases, and Status July 19, 2004 Milwaukee, Wisconsin James E. Morley,

© 2004. NACUBO. All Rights Reserved

BUILDING ORGANIZATIONAL CAPACITY (BOC)

Concept, Cases, and StatusJuly 19, 2004

Milwaukee, Wisconsin

James E. Morley, Jr., President, NACUBOJ. Douglas Toma, Associate Professor, Institute of Higher Education, University of Georgia


AGENDA

• Why BOC?• Why Business Officers and NACUBO? • What is BOC?• The BOC Project• The Future of BOC


WHY BOC?

• Institutional imperatives

• Stakeholder expectations

• New leadership requirements


INSTITUTIONAL IMPERATIVES

• Economics• Competition• Technology• Rapid change• Leadership turnover


STAKEHOLDER EXPECTATIONS

• Students and parents• Faculty and staff• Employers• Public policy makers• Other communities


NEW LEADERSHIP REQUIREMENTS

• Institutional focus• Complex organization• Decentralized decision making• Allocating scarce resources• Continuous improvement


BOC—Member Survey FeedbackAdditional Challenges/Issues

Competing issues and balance between academic and business administration

62%

Increasing complexities of job 59%

Dealing with human resource issues 49%

Other’s lack of understanding of business processes at my institution

44%


WHY BUSINESS OFFICERS AND NACUBO?

• CBO as institutional leader and cabinet member

• Administrative effectiveness evolving and new expected role of CBO

• Skill development needs a campus home• NACUBO has national leadership support to

guide collaborative program development


WHAT IS BOC?• Working hypothesis—eight interrelated elements

offer an overall framework for defining and understanding organizational capacity in terms of

Mission/Vision/Goals Governance Structure Policies Processes Systems Infrastructure Culture


ORGANIZATIONAL CAPACITY

The capability of individual higher education institutions to anticipate, plan for, and respond effectively to institutional challenges in ways that have continuing impact


BOC INTERRELATIONSHIPS

Culture

Mission/Vision/Goals

Governance

Structure

PoliciesInfrastructure

Systems Processes


Many core activities define the capacity to respond to mission requirements. For example,

Strategic planning Faculty hiring, development, and retention Facilities planning, design, and construction Financial planning, reporting, and control Enrollment management


THE BOC PROJECT

• Case study approach

• Organization

• Communications and dissemination


BOC CASE STUDY APPROACH

•The College of New Jersey

•Virginia Tech


THE COLLEGE OF NEW JERSEY

EWING, NEW JERSEY


THE SETTING: THE COLLEGE OF NEW JERSEY

• 5,900 undergraduate; 850 graduate students

• Ranked in top public comprehensive colleges in the northeast by U.S. News & World Report

• Ranked 19 out of 100 best public universities and colleges by Kiplinger’s in 2002



• 95 percent of TCNJ students are from in-state

• 20 percent of TCNJ students are members of minority groups

• 324 full-time faculty

• 12:1 student to faculty ratio



• 50 undergraduate degree programs in three schools of liberal arts and sciences (art, music, and media; culture and society; and science) and four professional schools (business; education; engineering; and nursing)

• In 1996, the institution changed its name from Trenton State College to TCNJ


TCNJMISSION/VISION/GOALS

• Liberal arts focus in the context of professional schools

• Mission development for schools, etc., consistent with overall mission


TCNJGOVERNANCE

• Keep many stakeholders engaged in moving towards the vision and mission

• Stakeholders included in communication, advisory, and decision roles


TCNJSTRUCTURE

• Staff, schools, and departments are effectively aligned in response to the “Transformation”

• The “financial structure” of separate fees is quite unique


TCNJPOLICIES (AND PRACTICES)

• Hiring the right people for leadership positions

• Changing faculty load from 4x4 to 3x3

• Maintaining the student faculty ratio of 12:1


TCNJPROCESSES

• Communications to all levels of stakeholders on a continuous basis

• Assessment is potentially the key process that holds things together

• “Training” of the leaders going forward


TCNJSYSTEMS

• Adapt from the credit hour to unit as a course load measure

• Changing from 4x4 to 3x3


TCNJINFRASTRUCTURE

• The College of New Jersey campus with the emphasis on small classrooms and intimate spaces

• Other items such as the “infrastructure for assessment” and “financial infrastructure”


TCNJCULTURE

• A strong sense of community and buy-in to the mission

• An engaged campus in a culture of participatory governance

• A culture of being willing to deal with increasingly difficult challenges


VIRGINIA TECHMATH EMPORIUM

Blacksburg, Virginia


THE SETTING: VIRGINIA TECH

• 21,000 undergraduate, 6,000 graduate; 2,000 international

• Ranked as top 50 research university• Focus on agriculture and engineering• Pronounced outreach mission; Blacksburg

Electronic Village


THE INITIATIVE: MATH EMPORIUM

• Established Fall, 1997• 60,000 square foot computer laboratory in

former department store• 550 Apple iMac workstations arranged in

hexagonal pods• Open around-the-clock



• Course taught fully or partially at the Emporium

• For Emporium courses, weekly lesson-practice-quiz cycle with periodic exams -- all web based

• Encouraged to solve practice problems generated from quiz and test database; more hands-on than lecture format



• Online testing; linked with learning outcomes and instantaneous feedback

• Unlimited practice tests

• 4,500 students and growing



• Just-in-time, one-on-one help from faculty and graduate students stationed at Emporium

• Factored into teaching load• Faculty role changes from “one-to-many

broadcaster to a one-to-one short-term tutor”• Logic of learning community


VIRGINIA TECH MATH EMPORIUMMISSION/VISION/GOALS

• Institutional• College• Departments• Math Emporium


VIRGINIA TECH MATH EMPORIUMGOVERNANCE

• Start-up

• Ongoing


VIRGINIA TECH MATH EMPORIUMSTRUCTURE

• Start-up Institutional Project

• Ongoing


VIRGINIA TECH MATH EMPORIUMPOLICIES (AND PRACTICES)

• General education requirements

• Budget and planning• Registrar• Facilities management


VIRGINIA TECH MATH EMPORIUMPROCESSES

• Class scheduling

• Course upgrade

• Project management


VIRGINIA TECH MATH EMPORIUMSYSTEMS

• Student records

• Financial


VIRGINIA TECH MATH EMPORIUMINFRASTRUCTURE

• Financial• Facilities• Faculty and staff• IT equipment and software


VIRGINIA TECH MATH EMPORIUMCULTURE

• Institutional• College• Department• Math Emporium• Student


BOC PROJECT ORGANIZATION• Project Director

James E. Morley, Jr.

• Steering Committee Chancellor Kenneth A. “Buzz” Shaw, Chair

Syracuse University

• Editorial Board Dr. Marvin Lazerson, Chair

University of Pennsylvania

• Strategy Consultant Anthony Knerr, Managing Director

Anthony Knerr & Associates


BOC PROJECT ORGANIZATION• Institute of Higher Education, University of

Georgia J. Douglas Toma Michael Massey

• Evaluation Karen Paulson, NCHEMS

• IT Support Craig Dellorso, NACUBO SunGard SCT


BOC PROJECT ORGANIZATION

Faculty Team Greg Dubrow Matthew Hartley Adrianna Kezar Kevin Kinser Michael Massey Christopher Morphew Kate Shaw Doug Toma Kelly Ward Lisa Wolf-Wendel


BOC COMMUNICATIONS AND DISSEMINATION

Web site capability:

Case presentations Research links Case team communications links Sponsored by SunGard SCT


BOC COMMUNICATIONS AND DISSEMINATION

• Overview document• Case write-ups• Workshops and seminars• Presentations at higher education association

meetings• Campus discussions


THE FUTURE OF BOC

• Research• As a vocabulary• As a checklist• As a new initiative planning

tool


THE FUTURE OF BOC

• Historical cases• “Go Forward” cases• Create and activate web site• Steering Committee• Editorial Board• Faculty• Graduate school program linkage


THE FUTURE OF BOCNational Association Collaboration

• American Council on Education (ACE)• National Association of State Universities and Land

Grant Colleges (NASULGC)• Association of American Universities (AAU)• American Association of Community Colleges (AACC)• American Association of State Colleges and

Universities (AASCU)• Council of Independent Colleges (CIC)


WHAT YOU CAN DO TO HELP

• Comments on today • Look for the future web site:

http://www.buildingorganizationalcapacity.org

• Communicate from campus discussions What will help you use this framework?


BUILDING ORGANIZATIONAL CAPACITY

A project of the National Association of College and University Business Officers

Documents

© 2004. NACUBO. All Rights Reserved BUILDING ORGANIZATIONAL CAPACITY (BOC) Concept, Cases, and Status July 19, 2004 Milwaukee, Wisconsin James E. Morley,