Transcript Budget Presentation - California Baptist University

Faculty Senate Meeting
March 22, 2010
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Context – Trends in Higher Education
Competition
Staff
Academic Implementation
Q&A
The need for higher education will continue to rise.
 …the number of people in the world seeking higher education
will double by 2025, to 200 million. (The College of 2020, 44)
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72% of the U.S. population age 25+ has less than a bachelor’s
degree according to the 2006 census. The nation will need a
better educated workforce. (Harms, Adult StudentsTALK, slide
8)
Among undergraduate adult students, (a) 19% plan to pursue
an associate’s degree; (b) 71% plan to pursue a bachelor’s
degree; and (c) 10% are not seeking a degree, but are
interested in a certificate or personal enrichment courses.
(Harms, Adult StudentsTALK, slide 24)
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The proportion of college students classified as “traditional”
and “residential” will decrease.
…only 16% of those attending college fit the traditional
undergraduate student model—18-22 attending full-time,
living on campus. (Harms, “Serving Adult Students,” 1)
The market for full-time residential students is declining and
will continue to decline for at least a generation. (Harms,
Adult StudentsTALK, slide 9)
[There is a] projected decrease of 7% in California high
school graduates to 2018. (Harms, Adult StudentsTALK, slide
5)
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The proportion of college students classified as “non-traditional” and
“working adults” will increase.
From 2007 to 2016, the population of college students ages 18 to 24
will increase by 11.1%, but the population of students ages 25 to 34 will
increase by 26.8%. (The College of 2020, 20)
Data from the U.S. Department of Education’s National Center for
Education Statistics shows a growth rate of more than 20% between
1990 and 2007 in the total number of working adults who participated
in adult-education courses. In just the nine years between 2007 and
2016, the number of adult learners is projected to increase another 18%.
Overall, the fastest-growing demographic group in the next decade will
be those ages 25 to 44. (The College of 2020, 48-49)
The growth market in higher education will consist of (a) adult students,
including seniors; (b) commuter students; (c) part-time students; and (d)
women of almost all ages. (Harms, Adult StudentsTALK, slide 9)
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Institutions of higher education who establish an institutionwide commitment to serving the adult student market will
experience financial benefit and position themselves as a
resource within the communities they serve. (Harms, Adult
StudentsTALK, slide 16)
Even many 19-20 year olds are consuming higher education
like adults—that is, working around jobs and families.
(Harms, Adult StudentsTALK, slide 16)
According to a recent survey by the admissions consulting
firm Noel-Levitz, almost 50% of students at community
colleges expect to work more than 20 hours a week. Twentysix percent of students at private four-year institutions
expect to work more than 20 hours a week. (The College of
2020, 27)
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The pervasive presence of technology has impacted students’ learning
styles and preferred modes.
Students will increasingly expect access to classes from cellular phones
and other portable computing devices. They may sign up to take a
course in person, and then opt to monitor class meetings online and
attend whenever they want. Classroom discussions, office hours with a
professor, lectures, study groups, and papers will all be online. (The
College of 2020, 4)
One important result is the rapidly increasing demand for courses and
programs offered fully or partly online.
Enrollment in online courses in high school is still relatively small (it
reached the one million mark in 2007), but it is growing even faster than
enrollment in college online courses. (The College of 2020, 41)
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Online enrollments have continued to grow at rates far in excess of the total higher
education student population, with the most recent data demonstrating no signs of
slowing.
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Over 4.6 million students were taking at least one online course during the fall 2008
term—a 17% increase over the number reported the previous year.
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The 17% growth rate for online enrollments far exceeds the 1.2% growth of the overall
higher education student population.
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More than one in four higher education students now take at least one course online.
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…In all cases the demand for online offerings is greater than that for the corresponding
face-to-face offerings…The economic impact has been greatest on demand for online
courses, with 66% of institutions reporting increased demand for new courses and
programs and 73% seeing increased demand for existing online courses and programs.
(Allen and Seaman, Learning on Demand, 1)
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Adult undergraduate students are “much more interested” in
schools that provide the following services: (a) college credits
for work/life experience [75%]; (b) online learning programs
[68%]; (c) financial aid specifically for adult students [61%]; (d)
accelerated programs [60%]; (e) an extension site located
nearby [53%]; (f) personal advisor to assist with application
and financial aid [52%]; (g) central location for admissions,
financial aid, and class registration [51%]; and (h) tutorial
services designed for adult students [46%]. (Harms, Adult
StudentsTALK, slide 38)
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A recent 93-page report on online education, conducted by
SRI International for the U.S. Department of Education, draws
a most intriguing conclusion: In terms of student learning,
the most successful delivery models are, in order of
effectiveness, (1) the hybrid or “blended” model, (2) fullyonline coursework, and (3) traditional face-to-face onground study.
(USDE, Evaluation of Evidence-Based Practices in Online
Learning, xiv-xv)
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In response to the statement, “California Baptist University
should offer more online classes for traditional
undergraduate students,” 29% of CBU undergraduates
strongly agreed, 47% agreed, 21% disagreed, and 3% strongly
disagreed.
In response to the statement, “California Baptist University
should offer more evening classes for traditional
undergraduate students,” 34% of CBU undergraduates
strongly agreed, 46% agreed, 16% disagreed, and 4% strongly
disagreed. (CBU Undergraduate Survey, February 3, 2010)
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Enrollment in the country’s nearly 3,000 [for-profit] career colleges has
grown far faster than in the rest of higher education—by an average of 9%
per year over the past 30 years, compared with only 1.5% per year for all
institutions…For-profit universities now educate about 7% of the nation’s
roughly 19 million students who enroll at degree-granting institutions each
fall. And the proportion rises to 10%, or 2.6 million, if you count students
who enroll year round…They are clearly a threat for both public and private
schools…. (Wilson, “For-Profit Colleges”)
The University of Phoenix is the largest institution in the United States with
nearly 400,000 students. Its owner, the Apollo Group, is on pace to gross $3
billion in revenue. Such for-profits spend up to 1/3 of their operational
budget on marketing. They have 200 campuses and 100 degree programs.
(Harms, Adult StudentsTALK, slide 10)
Community colleges and for-profit institutions should continue to thrive
because of their reputations for convenience. The rest of colleges—regional
public universities, small liberal-arts colleges, and private universities
without national followings—can expect to compete for students based on
price, convenience, and the perceived strengths of the institutions. (The
College of 2020, 6)
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Indiana Wesleyan – similar to us, they have been at this for
awhile
◦ 15,345 students – 12,000 are adult learners
◦ 1250 adult learners in 1989
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Liberty Baptist University
◦ 12,000 residential students
◦ 45,000 online students
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Great Commission Focus
Already have 90 Undergraduate Majors and Concentrations
Over 25 Graduate Programs
Just passed 600 Enrollment in DCP
Competition is Floundering
Campus Community is Open to Change
Building an Experienced Team
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Making an investment now, for the future
Online and Professional Studies
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Dave Poole – Vice President
Chris Davis – Academic Dean
◦ Dirk Davis – Assistant Academic Dean
◦ Director of Program Administration – TBD
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Tran Hong – Dean of Technology
Ted Meyer – Director of Enrollment Management
Director of Marketing - TBD
DCP
CoPS
EC
OPS
July 1, 2010
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Fully Online
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Hybrid
“Distance Education”
Major
General Education Core
General Electives
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1 unit = 37.5+ hours
3-unit, 8-week course =
• 14 hours per week
• 112 hours total
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Online course appearance
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Academic rigor
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Accreditation requirements
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Online/hybrid pedagogy
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Spiritual formation/faith integration
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Full-time
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Adjuncts
ACADEMIC COMMITTEE
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WASC proposals
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Faculty hires
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Program reviews
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Etc.
One to two year phase in
Brief Overview
On the job for a little over a couple of month
Wanted to get your questions
“This is a growth market so we want CBU to get in and get their
share!”