果冻传媒麻豆社

The model consists of five organizational categories. Success for some of the categories will be based on hitting metrics and others on enrollment averages increasing or generating self-funded growth. One category will remain on the incremental model. Overall success will be measured by a balanced operating budget and building up of reserves while still being able to invest in strategic initiatives.

• Category 1 – Growth is Self-Funded
  
• Category 2 – expand and contract based on operating and span of control metrics.
• Category 3 – Incremental model
• Category 4 – expand and contract based on three-year rolling average enrollment.
• Category 5 – Performance driven (see metrics outlined in Category 5 section)

Both undergraduate and graduate student enrollment are priorities, as enrollment growth is the primary lever we have to increase revenues. The budget model is intended to incentivize growth in this area and is one way a unit benefits from success.

In terms of the metrics specific to academic colleges 鈥� there are many factors that could be considered, but each would add more complexity with diminishing returns. The undergraduate enrollment metric is weighted higher as it鈥檚 an area of opportunity for quick growth without the need to add significant overhead or infrastructure.

It is possible the incentives will change as we succeed in increasing enrollment. The model is a framework, and the metrics are intended to be fluid to help the university achieve strategic goals.

Everyone at our university has a role in recruitment and retention. Talk to your college recruiters and leadership to learn more about your college鈥檚 tactics. Other units should identify their role and articulate how each person plays a part. We each have our own story to tell about why we are Vandals. Tell that story proudly to anyone who will listen.

Our goal is not to define a perfect set of metrics to drive every ideal behavior that will result in so many that our outcomes won鈥檛 be focused. For right now, we are encouraging the behaviors we need to emphasize at this moment. The model is meant to evolve as university needs and goals shift.

Per the white paper developed by the Sustainable Financial Model Working Group, we must and will protect mission-centric programs. Through an annual process of assessment and analysis of unintended consequences, we will address this very question.

The metrics are analyzed at the College level only for the Academic Budget Model. Deans may choose to use metrics at the Department level within the College, but that is up to each College.

The enrollment will be credited to the department home of the major. If the student is a double major, it is split between both department homes. The courses are currently mapped to the department home of the course.

The data being used for the enrollments, conferrals and SCH at the College level is all on the Institutional Research website. Tenth-day numbers are used for the budget model metrics, not census date numbers. .

All Student Credit Hours (SCH) are currently being counted as equal.

The number of credits is the same as the number students receive for the course regardless of research or course work.

Yes.

Currently, the credits are recorded based on the instructor鈥檚 home department.

Yes.

If the student gets credit at U of I, they count.

Yes, they are included in the totals.

Certificates count in conferrals. Minors do not count in conferrals, but the courses completed will be counted within SCH.

Currently, the degree is mapped to the College home of the department granting the degree.

Yes.

Yes.

No. The model focuses only on ten percent of general education dollars.