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A
Contribution to the Conversation
about the Future from the Board of Deans
May
2000
INTRODUCTION
In his October 1999 address to the campus, President McCormick called
for a Conversation About the Future. He invited the campus community
to participate in a collective discussion. In April 2000, the Board
of Deans met for two days to consider the contributions the Board
could collectively make to the Conversation About the Future. The
Board of Deans comprises the Deans of the colleges, the Director of
Libraries, the Chancellors of UW Tacoma and UW Bothell and the Provost.
While many events related to the Conversation have occurred throughout
the year, including many activities within individual colleges, the
Deans considered that they could make a collective contribution to
the discussion by focusing on broad university-wide issues. Prior
to the meeting, four documents were compiled by small working groups
to act as a stimulus to the debate. Two days of discussion took place
about the values that define our University, and the assumptions we
must make about likely trends and forces that will influence our future.
At the end of the discussion an effort was made to identify immediate
actions we might take to sustain the quality of, and respect for,
the University.
As a starting premise we recognized that higher education is caught
in a matrix of forces that are external, enduring and sometimes contradictory.
These forces will affect our primary mission as a place of inquiry*.
The way we respond to these forces must be determined by our values.
The future success of the University of Washington depends upon our
ability to:
1.
Understand the risks and opportunities associated with these
forces of change
2.
Identify our values, our core interests and unique strengths
3.
Create adaptive strategies that define for the University
a clear role at the state, regional national and international levels.
The report of the Deans’ discussions represents an open document,
designed to contribute to the campus conversation. While it lists
our assumptions and assessment of opportunities it also raises many
questions. The report lists these questions in the hopes of stimulating
discussion and tapping the collective wisdom of the University community
regarding who we are, what we wish to be, and steps we might take
to realize those visions. We encourage comments in order to continue
the conversation: please send them to the Conversation Web site email
uwfuture@u.washington.edu or to nowell@u.washington.edu.
VISION AND VALUES
Vision Statement
As a leading public research university, the University of Washington
strives for the highest levels of excellence that will maintain
and enhance our position as one of the world’s distinguished institutions
of higher learning. The UW thus serves the long-term interests of
the State of Washington, the nation, and the world through its core
missions of education, research, and service.
We are an inquiry-based institution, devoted to discovery, creativity
and scholarship and committed to maintaining a comprehensive university
community that embraces intellectual and academic diversity. Our
efforts produce results that have significance to the State, region,
nation, and at times, the world.
VALUES OF A
PUBLIC RESEARCH UNIVERSITY
Public
We welcome our responsibility to serve the long-term interests
of the State of Washington, the nation, and the world through all
of our missions, achieved by a faculty, staff, and student body
that reflects the diversity of our society. It is our responsibility
to provide access to the highest quality education for the citizens
of the state of Washington, to discover new knowledge of enduring
value, and to provide significant contributions to the understanding
and solution of major societal issues. Our service to the state,
region and nation is immediate and lasting through the impact of
our students and our scholarship.
Research
We are an inquiry-based institution, devoted to discovery, creativity
and scholarship. We believe that research, both fundamental and
applied, is of intrinsic value to the future of society. Research
plays a role in all aspects of the University.
University
We are a community dedicated to the joy of learning. We are dedicated
to the growth of every individual in an environment that embraces
intellectual and academic diversity, and that values civil discourse.
As a leading public research institution we are committed to maintaining
a rich and complementary matrix of programs and opportunities. The
impact of our collective contributions exceeds the sum of our individual
contributions.
Questions
In order to better understand the meaning of the values described
in this statement, we offer the following questions to provoke discussion.
A.
Does the above statement encompass your view of the University?
B.
How do we distinguish short-term pressures and expectations
from underlying, enduring values?
C.
Are our underlying values changing or is it the public
expectations that are changing?
D.
How best can the University organize itself to strengthen
core values in the face of the current demands on public universities?
E.
If the University were to take one action in the coming
year, based on these core values, what would that action be?
ASSUMPTIONS
What are the assumptions we can make or should make in looking at
the future success of the University of Washington?
There are eight assumptions: Demographic, Economic, Technology,
Research, Organization, Competition, Globalization, Change.
Assumption
#1: Demographics
Demand for higher education will increase, driven by a new wave
of first time students and a growing number of adults pursuing lifelong
learning opportunities.
Strategy:
Plan for growth
Background
A new wave of students is coming to higher education. By 2010,
total higher education enrollment in the state of Washington is
expected to grow by nearly 40%, from 220,000 to 303,000. The University
has been asked to provide access to 20,691 additional students
by 2010, to be distributed roughly equally across our three campuses.
Total enrollment would rise from 32,919 Annual Average Full Time
Equivalent students to 52,000; enrollment served by the Seattle
campus would rise from 31,297 to 39,000. In addition, adults are
increasingly returning to school to upgrade their skills or to
seek advanced graduate and professional education.
These projections contain four uncertainties. While the number
of high school graduates will increase, we can only estimate how
many will seek higher education, though it would be surprising
if participation rates dropped over the next generation. While
students may seek higher education, new opportunities through
distance education may result in fewer coming to campus. It is
not clear that the state will decide to fund all of the students
who seek higher education. Last, the number of new students allocated
to the UW may exceed physical capacity on all three of our campuses
unless the state funds future capital construction.
Opportunities
1. Shape
the undergraduate and graduate population to educate those students
most motivated and prepared to take advantage of the special opportunities
at the UW.
2. Recruit
a diverse population of students, faculty and staff
3. Adapt
curriculum and programs to meet the needs of the population shifts.
4. Create
new and innovative educational programs that serve lifelong learners.
Questions
A. Should certain
disciplines grow more rapidly than others? Is there a comparative
advantage in growing in some areas and not in others?
B.
What is the optimum relationship among our four “campuses”
(Seattle, Bothell, Tacoma, and Extension/Distance Learning)?
C.
How should the curriculum (pedagogy, process and content)
be reviewed in light of the changing population demographics?
D.
How should the University plan for growth? What internal
changes would allow us to make better use of our faculty and facilities
in educating larger numbers of students?
Assumption
#2: Economics
State support for higher education will remain below that required
to maintain the high quality of our education and research program.
Strategy
Plan to diversify the University’s base of financial support.
Background
The State of Washington may lack either the ability or the will
to support the University of Washington at a level required to
maintain excellence in education and research. The state now provides
approximately 16% of our operating budget, and funds a large part
of our capital construction. Demands for state funds make it likely
that support to the University will not change significantly and
may decline over time.
Opportunities
1. Funding
diversification can arise from the UW considering the whole financial
picture and focusing energy across a broader range and where biggest
returns will come from:
·
Federal support
·
Foundation support, private gifts
·
Income generating, corporate partnerships
·
Tuition setting authority
2.
Explore the possible impacts of changing the balance from
state-supported to state-assisted higher education, including
a careful analysis of tuition-related issues.
3.
UW Development will increase its partnerships with units.
4.
Partnerships with foundations and corporations will provide
new opportunities to introduce new technology into the University.
Questions
A. What strategies
should the University develop to operate in a more efficient and
effective manner so as to maximize our financial resources?
B.
What opportunities exist, in what areas, to develop additional
resource streams for the University? For example: Changes in tuition
policy, number of out of state students, increase in self-sustaining
distance learning programs, corporate collaborations, expansion
of federal and grant funds, private donations.
C.
How can we communicate and work most effectively with the
state legislature?
D.
Can we coordinate better on federal budget/policy issues?
Assumption
#3: Technology
The use of information technology will accelerate, changing the
way faculty teach, students learn, and how education is distributed
and delivered.
Strategy:
Ensure that technological infrastructure remains at the highest
level and access to technology is widely available to faculty,
students and staff. Support the development of new methods of
teaching and learning based on emerging educational technology.
Background
The University remains at the forefront of information technology.
In recent years we have become one of the elite universities chosen
to participate in Internet II, ensuring that we will enjoy a national
advantage in information technology. We took lead responsibility
for the development of the Washington K-20 network, thus creating
new opportunities for partnerships with other institutions. In
addition, through UWired, we have developed a comprehensive structure
for bringing information technology to students and faculty and
have begun a transformation in teaching and learning. All of these
achievements have greatly expanded our capacity for offering various
forms of learning including distance education.
Opportunities
1. Foster
an organization-wide view of technology as an investment, not
a cost.
2.
University-wide technology services continue to be developed
that are compatible with unit-based technology plans.
3.
Develop a coordinated strategy for the increased use of
technology in teaching and learning in service to students (PETTT,
CELT, UWIRED, etc.)
4.
Improve infrastructure development to meet instructional
and research needs.
5.
In addition to C&C’s crucial transformational role
in bringing state-of-the-art broad-band networking to the University,
enhance the role of C&C as a service unit and a responsive
technical support organization.
6.
Increase the number of technology-oriented educational
programs on campus that contribute to technological innovation
and capitalize on the strengths in technology and technology program
content available in academic units.
7.
Utilize Foundation support to position the UW as a world
showcase for the use of technology in teaching and learning in
higher education.
8.
Through professional development activities, overcome resistance
to technology as a perceived threat, both as an enabler for teaching
and learning and as content in curricula or programs.
Questions
A. How do we
sustain an effective investment strategy for new technology on
campus, especially in light of differing funding sources and the
spectrum of local needs?
B. How do we
ensure that all sectors of the University are brought into the
fast changing world of information technology?
C. If we are
going to have an adaptive university, how do you maintain information
flow and coordination?
Assumption
#4: Research
The demand for new knowledge to fuel economic growth and address
social problems will increase, leading to a greater investment in
research by the federal government, foundations and private business.
Strategy:
Secure the University’s excellence in research and its success
in competing for research funding.
Background
We are moving into what some call a Knowledge Age. Universities
now serve as the primary institution for the production and distribution
of new knowledge and this part of our mission is likely to become
even more important in the future. There is evidence that the
federal government is preparing to increase funding for the major
agencies that support university research while at the same time
research partnerships between universities and private industry
are becoming much more common. The University of Washington has
been extremely successful in competing for research funds and
the future excellence of the institution depends on maintaining
our competitive edge in research.
Opportunities
1. Enhanced
facilitation and support for research through central services
that provide a coordination mechanism can increase research funding
success and complement locally based services.
2. Strong
funding support will come to the UW for its interdisciplinary
research.
3. The
ability of research programs to compete will be enhanced by increased
attention to facilities maintenance and renovation.
Questions:
A. Faculty are
the foundation upon which the University success is based, how
do we ensure we remain competitive in attracting and retaining
our best faculty?
B. Future growth
in research depends on the availability of adequate physical facilities.
Given the tremendous demand on the state for construction funds,
and current bonding limits, what new strategies should the University
follow to meet its capital needs?
C. A key to
research success is that the institution remains “nimble” enabling
faculty to move quickly to pursue new opportunities. What are
the barriers to such nimbleness within the University now and
how can they be reduced?
D. The capacity
of the University to create new opportunities in emerging fields
will be a key to our future success. The UIF is one mechanism
for reallocating existing funds to new and promising enterprises.
What additional means can we use to promote and support innovation
in scholarship and research?
Assumption
#5: Organization
New educational organizations, coalitions and partnerships will
emerge to take advantage of growing opportunities in information
technology, educational markets and research. Increasing these partnerships
will involve the private sector.
Strategy:
Actively pursue opportunities with appropriate partners in both
the public and private sectors when such opportunities further
our core missions of teaching, research and service.
Background
The organizational structure of higher education is rapidly changing.
New educational providers such as University of Phoenix and Western
Governors University are just two examples of a bewildering number
of new partnerships, consortia, and private ventures all made
possible by emerging technology and the public’s desire for education.
At the same time our research activities are creating new licensing
agreements, start-up companies, and partnerships with the private
sector. The University is poised to participate in this new environment.
Our challenge is increasingly one of choice: with whom and in
what way should we participate?
Opportunities:
1. The UW can become a learning organization.
2. The organizational culture can help build community.
3. Continuing to develop an effective balance of shared services
versus individual operations.
Questions:
A. How can we
best organize relationships between our three campuses?
B. New educational
coalitions are all ready beginning to form in both the public
and private sector. How do we best collaborate or compete with
others?
C. What barriers
and opportunities exist for extending collaborative relations
in research with private industry?
D. What new
organizational arrangements or investments need to be made on
campus to ensure that we maximize opportunities for new partnerships?
Assumption
#6: Competition
Competition will increase as both traditional educational institutions,
coalitions of institutions and new organizations in the private
sector challenge us for students, research and funding.
Strategy:
Clarify the roles the UW plays and the niches to occupy at the
state, regional and national levels. Organize to dominate our
niches.
Background
Defining the University of Washington in terms of who we are,
what we do and what makes us unique will become increasingly important
as we compete for students, state support, research funds and
private philanthropy. At the state level, and at the regional
and national levels in some schools and colleges, our challenge
is to attract the most prepared and motivated students. At the
regional level we have played a key role in providing specialized
educational and medical services and in the future will have opportunities
to do yet more. At the national level our challenge is at least
twofold: to be identified as national leaders in certain areas
of research and to differentiate ourselves from other large research
intensive state universities as we compete for students and seek
private support.
Opportunities:
1. Units
can define their niche more carefully in order to better understand
and serve their needs.
2. Better
definition of strategies that will enhance competitiveness.
Questions:
A. Should the
University of Washington increasingly select its undergraduate
student body from the most prepared and motivated students in
the state? Should we expand our current role in the region or
nation?
B. As the pre-eminent
research and graduate training institution in the region, should
we shift the mix of our students toward graduate education?
C. Is there
value in investing more heavily in our strongest undergraduate
and graduate programs, or are we better off maintaining a broad
range? How should we shape the role and clarify the image of our
Bothell and Tacoma campuses?
D. How do we
develop “brand names” locally, nationally, and via the Internet?
Assumption
#7: Globalization
Strategy:
Organize to use the University’s considerable resources in people
and programs to address worldwide opportunities and challenges.
Opportunities
1. The
UW can identify a niche in the rapidly changing global environment
by analyzing the dynamics of the globalization of higher education.
2. The
UW can become pre-eminent in this area by capitalizing on regional
advantages, issues and technology.
Questions:
A. What allocation
of resources is necessary to develop an international strategy?
Assumption
#8: Change
The rate of change in higher education will accelerate over the
next several years.
Strategy:
University leadership should continue to develop its agenda for
change, to ensure that we successfully capitalize on evolving
conditions and new opportunities.
Background
All of the eight assumptions about the future predict change.
The type of academic leadership needed, at all levels of the University,
in a time of change may be different than that required under
conditions of stability. Institutions that are best led and most
adaptable have the best chance of future success.
Opportunities
1. Creation
of a shared vision of leadership development for faculty/staff/students.
2. Establishment
of programs to help people develop as leaders and build depth
of leadership experience in units.
3. Increased
adaptability created by enhanced flow and coordination of information.
Questions
A. What is required
of leadership in times of change?
B. How can Deans,
the Provost’s Office and the President’s Office most effectively
work together to provide the most effective leadership for colleges
and the University?
C. How can we
improve communications?
D. How do we
confront “change avoidance” behavior?
E. Are
we too risk averse?
F. How
can we make change without tearing the university apart?
IDEAS FOR
CHANGE
On the last morning of discussion the Board quickly
tried to list ideas where action could be taken. This compilation
represents the individual ideas from Deans and is not ordered nor
ranked by importance or impact. The ideas are arranged under the
headings used to examine our assumptions. We strove to recognize
the need for overall strategies that characterize the university’s
responsiveness to major societal changes and the efficiency of university-shared
services, and balance this against the local desire for autonomy.
Demographics
Shape the student population, including the balance between undergraduate
and graduate enrollments, to educate those most motivated and
prepared to benefit from a UW education.
Recruit across state, region, and nation to attract the most
motivated and prepared students
Recruit to ensure a diverse student population
Make SAT and GRE scores optional in the admission process.
Develop new metrics to measure “prepared” and “motivated.”
Examine the advantages of a university-wide strategy for online
learning and provide technical infrastructure and support. Especially
assess global opportunities.
“Recalibrate Undergraduate majors”. Remove 20% of required courses
from a typical major. Free faculty time for new educational activities.
Identify and implement mechanisms to attract more out-of-state
minority students.
Economics
Build an infrastructure to encourage collaborations (ranging
from within our university community to the global community)
with governments, industry and business, that enhance our (faculty,
staff, students) joy of learning.
Lay out a strategy to support those units with the potential
for public-private partnerships. In light of future funding uncertainties
and constraints within the state, examine the costs and potential
for increased privatization of parts of UW
Assess space and infrastructure needs for support and explore
models for long-term leasing of off-campus space.
Technology
Identify how best to infuse technology (current and anticipated)
into our entire academic enterprise
Organize meetings with sponsors (public, private and philanthropic)
to brainstorm about how to make UW the most advanced university
in the use of technology.
Research
Create an on-going, coordinated mechanism for us to influence
the federal funding agenda. We need to be in the position of anticipating
and shaping, not just responding.
Examine the costs and benefits of a separate, not-for-profit
UW research foundation with all grants and contracts going through.
Develop models and options specific to schools and colleges for
purchasing versus providing central support.
Streamline grants & contracts, ensure rapid dissemination
of information about new opportunities and improve infrastructure
for programs.
Competition
Develop programs to recruit, retain and reward the best people
Identify the “niche,” specific mission, for each of our three
campuses (each campus shouldn’t try to be all things to all people)
and aggressively develop each campus accordingly. For example,
make UWT and UWB high quality, exemplary institutions offering
undergraduate (4 years) and Master’s programs. Further strengthen
and develop UWS as graduate and research institution.
Globalization
Develop support mechanisms to sustain multi-university partnerships
which encourage international and multi-cultural educational experiences
Change
Implement leadership development for all levels of administration,
faculty and supervisors.
Re-evaluate the campus calendar and time schedule in light of
our identity as a research university and significant changes
in pedagogy, especially those related to new technologies.
Allow graduate, professional and educational outreach programs
to have a rolling calendar (i.e. programs can begin and end at
different months of the year; “terms” can vary in length to suit
the academic needs of the program). Use the conversion from quarters
to semesters as a catalyst to re-think curriculum and course structure.
Extend the system of incentives and structures that supports
interdisciplinary and cross-college academic initiatives. How
do we best inspire collaboration wherever it is needed?
Pilot test on a significant scale a university-wide venture capitol
fund to provide modest grants in support of faculty and staff
who are putting together grant proposals for external funding
of worthy projects.
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