Slide #1.

Board of Visitors Presentation September18, 2014 Jerry Kopf, President of the Faculty Senate
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Slide #2.

State of Faculty Affairs  Even though faculty morale was low before the current budget situation because of years of low salaries and increasing work loads, faculty attitudes have remained remarkably positive during the budget crisis.  Faculty were concerned when the original cuts were announced, but most focused on asking, what do we need to do and what can we do to improve the situation? Faculty have been actively participating in discussions and very proactive in offering suggestions.  Faculty were extremely appreciative of the approach taken by the Governor and General Assembly.
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Slide #3.

Faculty Perception: We have a problem Houston  Many of us have concluded that our current business model is not sustainable.  This conclusion is not based on the current budget shortfalls but a long term structural imbalance.
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Slide #4.

Our Business Model: Current Investments Needed to be Competitive  Provide competitive faculty support: salaries, research, travel, work load  Have nationally and regionally recognized graduate and undergraduate programs  Fund investment in Programs of Distinction, High Impact Practices, and Career Center  Provide student support – scholarships, financial aid$$$$$$$$$  Provide outstanding student services and facilities $$$$$$$$$  Provide state-of-the-art technology and software  Provide adequate support for maintenance and facilities  Have a top rated Division I sports program $$$$$$$$$  Retain the best consultants and administrators $$$$$$$$$  Provide adequate compensation for AP and classified staff  Invest the funds necessary for a strong marketing campaign to create a new University brand  Invest in University advancement Total $$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$ $$$$$$$$$ $$$$$$$$$ $$$$$$$$$ $$$$$$$$$ $$$$$$$$$ $$$$$$$$$ $$$$$$$$$
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Slide #5.

Our Business Model: Where Does the Money Come From?  Revenue:  State appropriations  Tuition and fees $$$$$$$$$$ $$$$$$$$$$  Private donations $$$$$$$$$$  Grants, contracts, program income $$$$$$$$$$ Total $$$$$$$$$$$$$
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Slide #6.

The Conclusion? The current model is not sustainable because there is not enough revenue to provide an adequate level of funding for all the current activities and revenues cannot easily be increased. Every item on the list is currently underfunded, many seriously underfunded. i.e. Faculty salaries are still at least $4 million below the 50 th percentile of our peers. Workloads are still high. Last fall we had approximately 140 classes with more than 50 students, 19 sections with more than 100 students.
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Slide #7.

Why the traditional revenues solution is not likely to work • • • • • The State is not likely go be able or willing to significantly increase funding We are reaching the point that additional tuition or fees will be problematic. We are already not competitive with surrounding states or in international markets and we will begin to price ourselves out of the range of our target student population http:// www.schev.edu/Reportstats/TuitionFees/2014-15TFReport.pdf Decreasing high school population, increased pressure from the growth of other Universities in Virginia, and online competitors will put increased pressure and price competition on traditional freshman and transfer markets. It is not likely that we can increase private support quickly enough to solve the basic operating shortfalls in a sustainable way.
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Slide #8.

Recommendations  Aggressively pursue new sources of revenue: Additional investments in recruiting, increased focus on transfers, aggressively pursue carefully selected out-of-state and international markets. May require substantial “scholarships” for out-of-state and international. Continue to diversify with online programs, for profit programs operated as profit centers, and other innovative revenue producing ideas.  Continue the effort to revitalize Advancement.  Rethink budget priorities in light of the new realities. Develop the budget in a comprehensive, integrative way, not piecemeal. Make revenue generating academic programs a top priority, reduce cost centers and administrative costs.  Long term: May have to make tough choices about which items on the list are most important. Some costs reductions will have to be permanent and structural.
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Slide #9.

Fall 2013 Undergraduate Class Size College College of Business and Economics College of Education and Human Development College of Humanities and Behavioral Sciences College of Science and Technology College of Visual and Performing Arts Waldron College of Health and Human Services Not in an academic college Total 2-9 7 10 - 19 20 - 29 30 - 39 40 - 49 50 - 99 100+ 10 23 54 15 21 2 Total 132 16 63 64 26 1 4 4 178 18 16 28 117 26 71 144 62 16 53 48 5 76 49 8 52 25 14 4 5 4 464 231 146 2 3 90 13 30 330 8 124 441 8 0 194 7 0 156 7 0 123 0 0 19 45 157 1,353 Fall 2014 Undergraduate Class Size College College of Business and Economics College of Education and Human Development College of Humanities and Behavioral Sciences College of Science and Technology College of Visual and Performing Arts Waldron College of Health and Human Services Not in an academic college Total 2-9 3 10 - 19 20 - 29 30 - 39 40 - 49 50 - 99 100+ 11 20 51 30 13 3 Total 131 15 70 65 24 2 4 3 183 31 14 35 115 31 59 153 48 21 63 53 6 67 63 4 48 19 14 3 4 4 480 232 143 1 3 102 13 25 324 14 123 444 1 0 198 12 0 178 5 0 103 0 0 17 46 151 1,366
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Slide #10.

Year (2032) * 20 (2030) 19 (2029) 18 (2028) 17 (2027) 16 (2026) 15 (2025) 14 (2024) 13 (2023) 12 (2022) 11 (2021) 10 (2020) 9 (2019) 8 (2018) 7 (2017) 6 (2016) 5 (2015) 4 (2014) ACADEMIC AFFAIRS TACTICS AND STRATEGIC PLAN • competency-based programs • focus on health disciplines and other professional programs • online Pressures: 1. fewer high school students 2. decreased support from state/student debt 3. online Personal, Professional, Career Services “Highlander Promise” New Graduate Programs e.g. DAIM High Impact Practices competitive advantage learning outcomes retention enrollment faculty SACS Excellence in Undergraduate Education faculty (compensation) class size disciplinary accreditation program assessment * 0 state funding if current trend continues
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